家庭社会经济地位与学生科学成绩的关系 ——科学认知信念和科学自我效能感的作用

The Relationship between Family Socioeconomic Status andStudents’Achievements in Science：The Role of ScientificEpistemological Beliefs and Scientific Self-efficacy

中文关键词: 家庭社会经济地位 科学成绩 科学认知信念 科学自我效能感 链式中介效应

英文关键词: family socioeconomic status  achievements in science  scientific epistemological beliefs  scientific self-efficacy  chain mediating effect

中文摘要:

      青少年科学素质提升行动是全民科学素质建设的重要内容。本研究采用学生能力国际评价项目的 部分公开科学试题测量学生科学成绩，并将其作为学生科学素质指标，考察了 651 名中学生（16.17±0.54 岁）的科学认知信念和科学自我效能感在家庭社会经济地位影响学生科学成绩中的链式中介作用。结果显 示：（1）家庭社会经济地位、科学认知信念、科学自我效能感、学生科学成绩相互之间正相关； （2）家庭社 会经济地位分别正向影响科学认知信念和科学自我效能感； （3）科学认知信念和科学自我效能感在家庭社 会经济地位影响学生科学成绩中具有链式中介作用。研究提示，可以通过提升科学认知信念和科学自我效 能感促进社会经济状况弱势学生科学成绩和科学素质的提高。

英文摘要:

      The action to improve teenagers’scientific literacy is an important part of the whole nation’s scientific literacy construction. This study investigated the chain mediating effect of scientific epistemological beliefs and scientific self-efficacy on the relationship between family socioeconomic status（SES）and students’achievements in science. Using a questionnaire adapted from the Program for International Student Assessment（PISA），we evaluated middle school students’achievements in science and relevant characteristics（N=651，16.17±0.54 years old）. We know that the students’achievements in science are also used as an indicator of students’scientific literacy. The results showed that：（1）family SES，scientific epistemological beliefs，scientific self-efficacy and students’achievements in science were positively correlated with each other；（2）family SES positively affect scientific epistemological beliefs and scientific self-efficacy respectively；（3）scientific epistemological beliefs and scientific self-efficacy have a chain mediating effect on the relationship between family SES and students’achievements in science. These results suggested that improving the scientific literacy of disadvantaged students can be promoted by enhancing scientific epistemological beliefs and self-efficacy.