家庭多代支持结构对农村儿童学业表现的影响因素及作用机理研究——基于扎根理论的质性分析

The Influencing Factors and Mechanisms of Multi-Generational Family Support Structures on Rural Children’s Academic Performance—A Grounded Theory-Based Qualitative Analysis

摘要: 在城乡结构转型与家庭结构重组背景下，农村家庭多代共居与多代分工日益普遍，家庭支持对儿童学业表现的影响呈现出更为复杂的代际结构特征。基于扎根理论方法，本文探讨家庭多代支持影响农村儿童学业表现的内在机制。研究发现，父辈与祖辈在日常照料、经济支持、情感支持与教育支持等方面的分工方式与协同程度，共同塑造了儿童的心理安全感、学习习惯与学业期望，进而通过多重路径影响其学业表现。相较支持强度本身，多代支持之间的协同性与匹配度更能解释农村儿童学业表现的差异。本文从多代支持结构视角丰富了家庭教育研究的解释框架，并为农村家庭教育支持实践提供经验启示。

Abstract: Against the backdrop of urban-rural structural transformation and family restructuring, multigenerational cohabitation and division of labour within rural households have become increasingly prevalent. Consequently, the influence of family support on children’s academic performance exhibits more complex intergenerational structural characteristics. Employing grounded theory methodology, this study explores the underlying mechanisms through which multigenerational family support impacts rural children’s academic achievement. Findings reveal that the division of labour and coordination between parents and grandparents in daily care, financial support, emotional support, and educational support collectively shape children’s psychological security, study habits, and academic expectations. These factors subsequently influence academic performance through multiple pathways. Compared to the intensity of support itself, the coordination and alignment among multigenerational support mechanisms better explain variations in rural children’s academic performance. This study enriches the explanatory framework of family education research by adopting a multigenerational support structure perspective, offering practical insights for rural family education support initiatives.