Abstract:

The present research constructes the basic mechanism that family environment influences pupils’ learning performance. Data were collected from 770 pupils who engaged in “home-school co-education” and 726 pupils who didn’t engage in “home-school co-education” in New Educational Experiment schools through paired-sampled method. Using the methods such as structural equation model and multiple linear regression analysis, the results showed that the indirect effect of family environment on pupils’ learning performance through mediating variables such as the students’ learning engagement and school environment was significant. School environment had a significantly positive effect on students’ learning engagement and learning performance, and home-school interaction could significantly improve students’ learning performance. The home collections of pupils who engaged in New Education Experiment schools were significantly higher than those in the Non-new Education Experiment schools. The longer the schools participated in the “home-school co-education” of New Educational Experiment, the better the students’ reading performance and mathematics performance were. In order to strengthen the positive influence of the family environment on pupils’ learning performance, while taking basic factors such as students’ gender, age and school location into account, we can learn from the action experience of New Education Experiment to improve the pupils’ learning performance by creating family study, building literary campus, achieving a goal once a month and optimizing home-school cooperation.

Key words: family environment, learning performance, learning engagement, home-school co-education