The quality and equity of higher education is the core issue of educational academic research. As our country proposes to promote the intension development of higher education, the question of the educational process with the student subject as the Angle of view becomes the focal point of attention. How is the state of the students in the learning process? How is the learning effect? Are educational equity taken into account? This series of questions concerns the development of universities and students. Especially since the COVID-19 pandemic, the long-term online teaching has caused widespread concern about college students' learning status. Therefore, this study combined theoretical and empirical analysis, in-depth understanding of students' family cultural capital stock and academic status, from the perspective of sociology, to explore the impact of family cultural capital and learning investment on academic performance and the mechanism of action, and therefore put forward relevant policy recommendations, aimed at promoting the improvement of college students' academic performance, realizing the fairness of college education process, and promoting the high-quality development of higher education.
In the literature review, this study mainly sorted out the research on the measurement methods of family cultural capital, learning investment and academic achievement and the relationship between them and other variables. After a comprehensive analysis combined with reproduction theory and resource conservation theory, the overall research framework of this thesis was finally formulated, and a total of 7 research hypotheses were proposed. A total of 1000 questionnaires were collected in four schools by means of a combination of questionnaire survey and interview, among which 805 were valid. Cronbachα coefficient, confirmatory factor analysis, aggregate validity, common method deviation test and other methods were used to test the data. The research found that all indicators of the survey data reached ideal values, which is suitable for the measurement of college students' family cultural capital and learning investment. Based on this data, empirical analysis is conducted, and the results of this study are as follows:
(1) From the overall situation, the average values of family cultural capital, learning engagement and academic performance of college students are at the medium level; In each dimension of family cultural capital, the mean value of embodied cultural family capital is the highest, followed by objectified cultural family capital, and institutionalized family cultural capital is the lowest. In the dimensions of learning engagement, motivation engagement is relatively high, concentration engagement is slightly weak, and energy engagement is relatively low. In addition, the main variables mentioned above have significant differences among different groups of college students under the grouping comparison of different demographic variables. (2) In the correlation analysis, family cultural capital, learning engagement and their dimensions are significantly correlated with college students' academic performance; In addition to institutionalized family cultural capital, family cultural capital and its dimensions have significant correlation with learning engagement. (3) In the regression analysis, family cultural capital and learning engagement have a significant positive impact on college students' academic performance; Family cultural capital has a significant positive effect on college students' learning engagement. In terms of the duration of online learning during the epidemic period, when the duration of online learning was shorter, learning engagement had a stronger explanatory power on academic performance. When the online learning time is longer, the explanatory power of family cultural capital on academic performance increases, which is higher than the coefficient of learning engagement. (4) In addition to the direct effect, the study also verified the mediating effect between variables, confirming that family cultural capital can influence the academic performance of college students through the mediating effect of learning engagement. (5) The main reasons for the difference in academic performance caused by family cultural capital are the platform, the mastery of discourse rules, the driving force of students' self-growth, the shaping of ability and the precipitation of knowledge; The influence of learning engagement on academic performance is a process of stimulation and maintenance, including the role of goal-driven and interest-driven, external supervision and self-management, task scheduling and time allocation.
Based on the above research results, this study focuses on universities, families and students from multiple aspects, from improving the quality of higher education, improving family cultural capital and efficient management of study and life, and puts forward specific countermeasures and suggestions to improve the academic performance of college students, in order to better promote the development of higher education.
谷歌
火狐
