Family Socioeconomic Status and Learning Engagement in Chinese Adolescents: The Multiple Mediating Roles of Resilience and Future Orientation

Abstract

This study explored the mediating effects of resilience and future orientation on the relationship between family socioeconomic status (SES) and learning engagement within the context of Chinese culture based on the cognitive theory of social class. A total of 1,245 junior high school students were recruited to complete anonymous questionnaires regarding the objective and subjective SES of their families, resilience, future orientation, and learning engagement. The mediating effects were tested by stepped multiple linear regression. Results indicated the following: (1) the relationships between objective and subjective SES, resilience, future orientation, and learning engagement was significantly positive; (2) resilience only mediated the relationship between subjective SES and learning engagement, whereas future orientation mediated the relationships between objective/subjective SES and learning engagement; (3) resilience and future orientation sequentially mediated the relationship between subjective SES and learning engagement. The current study contributes to a better understanding of how family SES influences adolescent academic performance from the perspective of adolescent cognitive abilities. In addition, this study provides implications for the prevention and intervention of academic performance of poor adolescents due to low SES.

Longitudinal Association Between Child Psychological Abuse and Neglect and Academic Achievement in Chinese Primary School Children: A Moderated Mediation Model

“…Family Socioeconomic Status (Family SES) was measured in two aspects: caregivers’ educational background and the monthly household income ( Cui et al, 2018 ; Zhou et al, 2018 ; Liu J. et al, 2020 ; Chen et al, 2021 ). The first aspect was coded with “1 = uncompleted elementary school,” “2 = elementary school graduation,” “3 = junior high school graduation,” “4 = high school or junior college,” “5 = undergraduate or college,” and “6 = master’s degree and above,” which were reversely scored to calculate the mean value of parental education.…”

“…As a result, it is important to explore the relationship among CPAN, learning engagement, and academic achievement in China. In addition, recent studies show that the link between children’s learning engagement and their academic achievement may be influenced by family factors, such as family SES ( Tucker-Drob and Harden, 2012 ; Lawson and Farah, 2017 ; Chen et al, 2021 ). Thus, this study aimed to investigate whether and how CPAN contributed to children’s academic achievement through their learning engagement and to examine the moderation of family SES in Chinese primary school children.…”

“…Family socioeconomic status (Family SES) broadly represents the ranking or accumulated capital of an individual or a family in a socio-cultural system ( Hackman et al, 2010 ; Chen et al, 2021 ; Coetzee et al, 2021 ). Transactional theory ( Sameroff, 2009 ) has emphasized that children’s development is influenced by the interaction between the individual and his or her environment.…”

Construction and Analysis of Emotion Recognition and Psychotherapy System of College Students under Convolutional Neural Network and Interactive Technology

“…System user layer User remote access Computational Intelligence and Neuroscience recognized emotions in a category, and FN i represents the number of incorrectly recognized emotions in this category [37][38][39]. In (7), Pre refers to the precision, which means the proportion of all samples classified as positive, which are correctly classified, and Rec refers to the recall, which means the proportion of samples classified as positive in the actual positive samples.…”

Exploring socioeconomic inequality in educational management information system: An ethnographic study of China rural area students

“…It is to be noted that the importance of SEI is not ignored in the domain of EMIS because family wealth, economic status, and its relationship with students’ education are challenging topics in Chinese academic research. This is a common problem encountered while using such a qualitative method to explore the in-depth understanding of the SEI and its interconnected challenges with China rural students at the middle school level ( Chen et al, 2021 ). China is growing to overcome such social epidemiological challenges for the urban students, but the part of the rural students is ignored, and this in-depth, subjective study explored the challenges and solutions from the emic and ethical perspective of the students.…”