Psychological Development and Education ›› 2013, Vol. 29 ›› Issue (5): 507-514.

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Effects of Family Socioeconomic Status and Parental Involvement on Junior Students’Academic Achievements：The Moderating Role of Students’ Perception of Teachers’ Support

QIAO Na1, ZHANG Jing-huan1, LIU Gui-rong1, LIN Chong-de2   

  1. 1. School of Psychology, Shandong Normal University, Jinan 250014;
    2. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875
  • Online:2013-09-15 Published:2013-09-15

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Abstract: Based on a sample of 331 junior students, the present study examined the associations among family socioeconomic status, parental involvement, students' perception of teachers' support and academic achievements. Hierarchical regression analyses were applied to detect the effects of family socioeconomic status on children's academic achievements as well as the moderated mediating role of parental involvement by students' perception of teachers' support. Results indicated that family socioeconomic status was a predictor of academic achievements. Parental involvement served to mediate the link between family socioeconomic status and academic achievements. And the perception of teachers' support moderated the mediating effect of parental involvement.These findings highlight the importance of examining the role of family socioeconomic status, parental involvement and teachers' support in children's academic achievements in modern China, and of expanding the existing research by underlying the role of parental involvement and teachers' support on children's academic achievements.

Key words: family socioeconomic status, parental involvement, perception of teachers&rsquo, support, academic achievements

CLC Number: 

  • B844.2

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