A Study on the Relationship between Parental Learning Involvement and Academic Performance of Primary and Secondary School Students——Based on the Analysis of a Moderating Model with Mediator about Parent-Child Relationship and Students’ Learning Confidence

doi:10.16382/j.cnki.1000-5560.2021.07.007

Abstract

Abstract:

Family education has an important impact on the academic performance of primary and secondary school students. Using HLM model and path analysis model to discuss the influence effects and influence mechanism of parental learning involvement on their children’s academic performance, we have gotten the following conclusions. Firstly, as the frequency of parental learning involvement increases, the academic performance of primary school students will be improved, while that of secondary school students shows a trend of “Inverted U-shaped”. Secondly, for primary school students with better parent-child relationships, the more parental learning involvement is conducive to the improvement of their children’s academic performance, but for primary school students with poor parent-child relationships and secondary school students, parents should moderately control the frequency of their learning involvement to promote children’s academic performance. Thirdly, learning confidence plays a mediating role between parental learning involvement and students’ academic performance for both primary and secondary school students. Fourthly, parent-child relationship plays a moderating role between the frequency of parental learning involvement and the learning confidence of primary and secondary school students, then to have a positive effect on students’ academic performance. Therefore, we suggest that parents of primary and secondary school students should build a harmonious parent-child relationship, and parents of secondary school students should control the frequency of learning involvement reasonably, adopt learning involvement methods suitable for children and strive to improve the quality of learning involvement. In addition, in the process of parental learning involvement, parents should encourage children more to improve their academic confidence.

Key words: primary and secondary school students, parental learning involvement, academic performance, parent-child relationship, learning confidence, mediated moderating model

Jiazhe Li, Yongmei Hu. A Study on the Relationship between Parental Learning Involvement and Academic Performance of Primary and Secondary School Students——Based on the Analysis of a Moderating Model with Mediator about Parent-Child Relationship and Students’ Learning Confidence[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(7): 72-83.

Figures/Tables 4

References 0

	胡咏梅, 杜育红中国西部农村小学教育生产函数的实证研究教育研究 2009 7 60 69 胡咏梅, 杜育红. (2009). 中国西部农村小学教育生产函数的实证研究. 教育研究,(7),60—69.
	李波父母参与对子女发展的影响——基于学业成绩和非认知能力的视角教育与经济 2018 3 54 64 李波. (2018). 父母参与对子女发展的影响—基于学业成绩和非认知能力的视角. 教育与经济,(3),54—64. doi: 10.3969/j.issn.1003-4870.2018.03.009
	李晓晗, 郑磊家庭社会经济地位对父母参与的影响及作用机制——基于CEPS数据的研究教育经济评论 2017 1 86 104 李晓晗, 郑磊. (2017). 家庭社会经济地位对父母参与的影响及作用机制—基于CEPS数据的研究. 教育经济评论,(1),86—104.
	梁文艳, 孙冉, 叶晓梅核心素养视角下家长参与如何影响儿童的学业发展?——基于城乡户籍和区域流动状况的差异分析教育经济评论 2018 3 40 60 梁文艳, 孙冉, 叶晓梅. (2018). 核心素养视角下家长参与如何影响儿童的学业发展?—基于城乡户籍和区域流动状况的差异分析. 教育经济评论,(3),40—60.
	刘保中, 张月云, 李建新家庭社会经济地位与青少年教育期望: 父母参与的中介作用北京大学教育评论 2015 3 158 176+192 刘保中, 张月云, 李建新. (2015). 家庭社会经济地位与青少年教育期望: 父母参与的中介作用. 北京大学教育评论,(3),158—176+192. doi: 10.3969/j.issn.1671-9468.2015.03.011
	罗良, 吴艺方, 韦唯高质量父母教育卷入的特征北京师范大学学报(社会科学版) 2014 1 53 60 罗良, 吴艺方, 韦唯. (2014). 高质量父母教育卷入的特征. 北京师范大学学报(社会科学版),(1),53—60.
	王甫勤, 时怡雯家庭背景、教育期望与大学教育获得基于上海市调查数据的实证研究社会 2014 34 01 175 195 王甫勤, 时怡雯. (2014). 家庭背景、教育期望与大学教育获得基于上海市调查数据的实证研究. 社会,34(01),175—195.
	王济川等著(2011). 结构方程模型: 方法与应用. 高等教育出版社, 19.
	王烨晖, 张缨斌, 辛涛父母教育期望对四年级学生数学成就的影响: 多重中介效应分析心理与行为研究 2018 16 01 96 102 王烨晖, 张缨斌, 辛涛. (2018). 父母教育期望对四年级学生数学成就的影响: 多重中介效应分析. 心理与行为研究,16(01),96—102. doi: 10.3969/j.issn.1672-0628.2018.01.013
	姚岩家长教育参与的阶层差异中国教育学刊 2019 4 39 43 姚岩. (2019). 家长教育参与的阶层差异. 中国教育学刊,(4),39—43.
	张旺经合组织成员国“家长参与教育”概况及启示外国中小学教育 2001 1 28 31 张旺. (2001). 经合组织成员国“家长参与教育”概况及启示. 外国中小学教育,(1),28—31. doi: 10.3969/j.issn.1007-8495.2001.01.006
	张云运, 骆方, 陶沙, 罗良, 董奇家庭社会经济地位与父母教育投资对流动儿童学业成就的影响心理科学 2015 1 19 26 张云运, 骆方, 陶沙, 罗良, 董奇. (2015). 家庭社会经济地位与父母教育投资对流动儿童学业成就的影响. 心理科学,(1),19—26.
	朱巨荣. (2014). 中学生学习压力、学习动机、学习自信心与学业成就的关系研究. 华中师范大学.
	Bakker, J., & Denessen, E. (2007). The concept of parent involvement: Some theoretical and empirical considerations. International Journal about parents in education, 1, 188—199.
	Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S A review of the relationship between parental involvement indicators and academic achievement Educational Research Review 2018 24 10 30 Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10—30. doi: 10.1016/j.edurev.2018.02.001
	Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L Parental involvement on student academic achievement: A meta-analysis Educational Research Review 2015 14 33 46 Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33—46. doi: 10.1016/j.edurev.2015.01.002
	Choi, N., Chang, M., Kim, S., & Reio Jr, T. G A structural model of parent involvement with demographic and academic variables Psychology in the Schools 2015 52 2 154 167 Choi, N., Chang, M., Kim, S., & Reio Jr, T. G. (2015). A structural model of parent involvement with demographic and academic variables. Psychology in the Schools, 52(2), 154—167. doi: 10.1002/pits.21813
	Coleman, J. S Social capital in the creation of human capital American Journal of Sociology 1988 94 S95 S120 Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95—S120. doi: 10.1086/228943
	Davies, P. T., & Cummings, E. M Marital conflict and child adjustment: An emotional security hypothesis Psychological Bulletin 1994 116 3 387 Davies, P. T., & Cummings, E. M. (1994). Marital conflict and child adjustment: An emotional security hypothesis. Psychological Bulletin, 116(3), 387. doi: 10.1037/0033-2909.116.3.387
	Deslandes, R., & Cloutier, R Adolescents’ perception of parental involvement in schooling School Psychology International 2002 23 2 220 232 Deslandes, R., & Cloutier, R. (2002). Adolescents’ perception of parental involvement in schooling. School Psychology International, 23(2), 220—232. doi: 10.1177/0143034302023002919
	Domina, T Leveling the home advantage: Assessing the effectiveness of parental involvement in elementary school Sociology of Eucation 2005 78 3 233 249 Domina, T. (2005). Leveling the home advantage: Assessing the effectiveness of parental involvement in elementary school. Sociology of Eucation, 78(3), 233—249. doi: 10.1177/003804070507800303
	Epstein, J. L Toward a theory of family-school connection: Teacher practices and parent involvement Social intervention: Potential and constraints 1987 121 136 Epstein, J. L. (1987). Toward a theory of family-school connection: Teacher practices and parent involvement. Social intervention: Potential and constraints, (121), 136.
	Furman, W., & Buhrmester, D Children’s perceptions of the personal relationships in their social networks Developmental Psychology 1985 21 6 1016 1024 Furman, W., & Buhrmester, D. (1985). Children’s perceptions of the personal relationships in their social networks. Developmental Psychology, 21(6), 1016—1024. doi: 10.1037/0012-1649.21.6.1016
	Green, C. L., Walker, J. M. T., Hoover-Dempsey, K. V., & Sandler, H. M Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parental involvement Journal of Educational Psychology 2007 99 3 532 544 Green, C. L., Walker, J. M. T., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99(3), 532—544. doi: 10.1037/0022-0663.99.3.532
	Hango, D Parental investment in childhood and educational qualifications: Can greater parental involvement mediate the effects of socioeconomic disadvantage? Social Science Research 2007 36 4 1371 1390 Hango, D. (2007). Parental investment in childhood and educational qualifications: Can greater parental involvement mediate the effects of socioeconomic disadvantage?. Social Science Research, 36(4), 1371—1390. doi: 10.1016/j.ssresearch.2007.01.005
	Hanushek, E. A Assessing the effects of school resources on student performance: An update Educational Evaluation and Policy Analysis 1997 19 2 141 164 Hanushek, E. A. (1997). Assessing the effects of school resources on student performance: An update. Educational Evaluation and Policy Analysis, 19(2), 141—164. doi: 10.3102/01623737019002141
	Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge, K. A., Bates, J. E., & Pettit, G. S Parent academic involvement as related to school behavior, achievement, and aspirations: Demographic variations across adolescence Child Development 2004 75 5 1491 1509 Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge, K. A., Bates, J. E., & Pettit, G. S. (2004). Parent academic involvement as related to school behavior, achievement, and aspirations: Demographic variations across adolescence. Child Development, 75(5), 1491—1509. doi: 10.1111/j.1467-8624.2004.00753.x
	Hill, N. E., & Tyson, D. F Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement Developmental Psychology 2009 45 3 740 Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740. doi: 10.1037/a0015362
	Hoover-Dempsey, K. V., Green, C. G., & Whitaker, M. W Motivation and commitment to partnerships for families and schools Handbook of School-family Partnerships 2010 30 60 Hoover-Dempsey, K. V., Green, C. G., & Whitaker, M. W. (2010). Motivation and commitment to partnerships for families and schools. Handbook of School-family Partnerships, 30—60.
	Jeynes, W. H A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement Urban Education 2005 40 3 237 269 Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237—269. doi: 10.1177/0042085905274540
	Jeynes, W. H The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis Urban Education 2007 42 1 82 110 Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82—110. doi: 10.1177/0042085906293818
	Karbach, J., Gottschling, J., Spengler, M., Hegewald, K., & Spinath, F. M Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence Learning and Instruction 2013 23 43 51 Karbach, J., Gottschling, J., Spengler, M., Hegewald, K., & Spinath, F. M. (2013). Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence. Learning and Instruction, 23, 43—51. doi: 10.1016/j.learninstruc.2012.09.004
	LaRocque, M., Kleiman, I., & Darling, S. M Parental involvement: The missing link in school achievement Preventing School Failure 2011 55 3 115 122 LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental involvement: The missing link in school achievement. Preventing School Failure, 55(3), 115—122. doi: 10.1080/10459880903472876
	Li, R., Yao, M., Liu, H., & Chen, Y. (2019). Chinese parental involvement and adolescent learning motivation and subjective well-Being: More is not always better. Journal of Happiness Studies, http://doi.org/10.1007/s10902-019-00192-w.
	Luo, W., Aye, K. M., Hogan, D., Kaur, B., & Chan, M. C. Y Parenting behaviors and learning of Singapore students: The mediational role of achievement goals Motivation and Emotion 2013 37 274 285 Luo, W., Aye, K. M., Hogan, D., Kaur, B., & Chan, M. C. Y. (2013). Parenting behaviors and learning of Singapore students: The mediational role of achievement goals. Motivation and Emotion, 37, 274—285. doi: 10.1007/s11031-012-9303-8
	Pearce, R. R Effects of cultural and social structural factors on the achievement of White and Chinese American students at school transition points American Educational Research Journal 2006 43 1 75 101 Pearce, R. R. (2006). Effects of cultural and social structural factors on the achievement of White and Chinese American students at school transition points. American Educational Research Journal, 43(1), 75—101. doi: 10.3102/00028312043001075
	Perkins, D. F., Syvertsen, A. K., Mincemoyer, C., Chilenski, S. M., Olson, J. R., Berrena, E., Greenberg, M., & Spoth, R Thriving in school: The role of sixth-grade adolescent–parent–school relationships in predicting eighth-grade academic outcomes Youth & Society 2016 48 6 739 762 Perkins, D. F., Syvertsen, A. K., Mincemoyer, C., Chilenski, S. M., Olson, J. R., Berrena, E., Greenberg, M., & Spoth, R. (2016). Thriving in school: The role of sixth-grade adolescent–parent–school relationships in predicting eighth-grade academic outcomes. Youth & Society, 48(6), 739—762.
	Phillipson, S., & Phillipson, S. N Children’s cognitive ability and their academic achievement: The mediation effects of parental expectations Asia Pacific Education Review 2012 13 3 495 508 Phillipson, S., & Phillipson, S. N. (2012). Children’s cognitive ability and their academic achievement: The mediation effects of parental expectations. Asia Pacific Education Review, 13(3), 495—508. doi: 10.1007/s12564-011-9198-1
	Pomerantz, E. M., Moorman, E. A., & Litwack, S. D The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better Review of Educational Research 2007 77 3 373 410 Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77(3), 373—410. doi: 10.3102/003465430305567
	Levpušček, P. M., & Zupančič, M Math achievement in early adolescence: The role of parental involvement, teachers' behavior, and students' motivational beliefs about math The Journal of Early Adolescence 2009 29 4 541 570 Levpušček, P. M., & Zupančič, M. (2009). Math achievement in early adolescence: The role of parental involvement, teachers' behavior, and students' motivational beliefs about math. The Journal of Early Adolescence, 29(4), 541—570. doi: 10.1177/0272431608324189
	Seginer, R Parents' educational involvement: A developmental ecology perspective Parenting: Science and Practice 2006 6 1 1 48 Seginer, R. (2006). Parents' educational involvement: A developmental ecology perspective. Parenting: Science and Practice, 6(1), 1—48. doi: 10.1207/s15327922par0601_1
	Silinskas, G., Niemi, P., Lerkkanen, M. K., & Nurmi, J. E Children’s poor academic performance evokes parental homework assistance—but does it help? International Journal of Behavioral Development 2013 37 1 44 56 Silinskas, G., Niemi, P., Lerkkanen, M. K., & Nurmi, J. E. (2013). Children’s poor academic performance evokes parental homework assistance—but does it help?. International Journal of Behavioral Development, 37(1), 44—56. doi: 10.1177/0165025412456146
	Sewell, W. H., Hauser, R. M., Springer, K. W., & Hauser, T. S As we Age: A review of the Wisconsin longitudinal study, 1957—2001 Research in Social Stratification and Mobility 2004 20 3 111 Sewell, W. H., Hauser, R. M., Springer, K. W., & Hauser, T. S. (2004). As we Age: A review of the Wisconsin longitudinal study, 1957—2001. Research in Social Stratification and Mobility, 20, 3—111.
	Snijders, T. A., & Bosker, R. J Modeled variance in two-level models Sociological Methods & Research 1994 22 3 342 363 Snijders, T. A., & Bosker, R. J. (1994). Modeled variance in two-level models. Sociological Methods & Research, 22(3), 342—363.
	Stright, A. D., & Yeo, K. L Maternal parenting styles, school involvement, and children’s school achievement and conduct in Singapore Journal of Educational Psychology 2014 106 1 301 314 Stright, A. D., & Yeo, K. L. (2014). Maternal parenting styles, school involvement, and children’s school achievement and conduct in Singapore. Journal of Educational Psychology, 106(1), 301—314. doi: 10.1037/a0033821
	Wei, D Parental influence on Chinese students’ achievement: a social capital perspective Asia Pacific Journal of Education 2012 32 2 153 166 Wei, D. (2012). Parental influence on Chinese students’ achievement: a social capital perspective. Asia Pacific Journal of Education, 32(2), 153—166. doi: 10.1080/02188791.2012.684951
	Weltevreden, G. M., van Hooft, E. A. J., & van Vianen, A. E. M Parental behavior and adolescent’s achievement goals in sport Psychology of Sport and Exercise 2018 39 122 131 Weltevreden, G. M., van Hooft, E. A. J., & van Vianen, A. E. M. (2018). Parental behavior and adolescent’s achievement goals in sport. Psychology of Sport and Exercise, 39, 122—131. doi: 10.1016/j.psychsport.2018.08.004
	Wilder, S Effects of parental involvement on academic achievement: A meta-synthesis Educational Review 2014 66 3 377 397 Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377—397. doi: 10.1080/00131911.2013.780009
	You, S., Lim, S. A., No, U., & Dang, M Multidimensional aspects of parental involvement in Korean adolescents’ schooling: a mediating role of general and domain-specific self-efficacy Educational Psychology 2016 36 5 916 934 You, S., Lim, S. A., No, U., & Dang, M. (2016). Multidimensional aspects of parental involvement in Korean adolescents’ schooling: a mediating role of general and domain-specific self-efficacy. Educational Psychology, 36(5), 916—934. doi: 10.1080/01443410.2015.1025705

变量	类别	小学五年级						初中九年级
		家长学习参与			学生学业成绩^④			家长学习参与			学生学业成绩
		均值	标准差	样本量	均值	标准差	样本量	均值	标准差	样本量	均值	标准差	样本量
性别	男	4.03	0.96	34961	529.02	81.15	34609	3.66	1.07	26001	512.40	87.91	25428
	女	4.09	0.90	30118	538.80	73.18	29908	3.64	1.02	21644	535.52	78.29	21406
	t	?8.17^***			?15.99^***			1.90^*			?29.80^***
独生子女	否	4.02	0.95	51317	526.06	76.98	50890	3.59	1.05	37488	515.26	82.14	36867
	是	4.19	0.88	13762	561.53	73.93	13627	3.86	1.03	10157	551.52	86.67	9965
	t	?18.95^***			?48.17^***			?22.45^***			?38.64^***
家庭结构	非完整	3.80	1.09	4003	515.21	84.19	3949	3.38	1.19	3537	509.19	85.15	3401
	完整	4.07	0.92	61076	534.75	77.12	60568	3.67	1.03	44108	524.06	84.29	43430
	t	?17.71^***			?15.34^***			?16.11^***			?9.90^***
住校	否	4.07	0.93	61727	535.63	76.66	61216	3.71	1.08	32032	516.81	83.25	31499
	是	3.75	1.05	3352	494.98	86.53	3301	3.52	0.97	15613	535.65	85.46	15333
	t	19.58^***			29.48^***			18.83^***			?22.79^***

		小学模型1	小学模型2	初中模型1	初中模型2
固定效应	家长学习参与	3.897***	10.525***	?1.997***	12.416***
		（0.315）	（1.760）	（0.354）	（1.868）
	家长学习参与²		?0.951***		?2.203***
			（0.248）		（0.280）
	亲子关系	19.628***	19.632***	19.602***	19.347***
		（0.576）	（0.575）	（0.702）	（0.702）
	学习自信心	6.458***	6.530***	6.162***	6.215***
		（0.289）	（0.290）	（0.294）	（0.294）
	控制变量	Yes	Yes	Yes	Yes
	常数	422.597***	411.838***	412.671***	392.586***
		（4.866）	（5.617）	（7.706）	（8.101）
随机效应	学生层方差	4770.400	4769.315	5128.280	5120.814
	学校层方差	281.543	280.934	323.148	321.348
	ICC	0.056	0.056	0.059	0.059
	学生层pseudo R^{2 a}	0.165	0.165	0.211	0.213
	学校层pseudo R^{2 a}	0.672	0.673	0.720	0.721
	学生层样本量	62363	62363	42051	42051
	学校层样本量	268	268	119	119

变量		小学五年级				初中九年级
变量		A（1）	A（2）	B（1）	B（2）	A（1）	A（2）	B（1）	B（2）
固定效应	家长学习参与	2.126	4.899^***	16.401^***	3.943^***	6.710^**	?0.982	15.549^***	?1.398^***
		（2.829）	（0.445）	（2.467）	（0.451）	（3.236）	（0.546）	（2.434）	（0.464）
	家长学习参与²	0.376		?1.867^***		?1.108^**		?2.694^***
		（0.379）		（0.363）		（0.460）		（0.380）
	学习自信心	6.555^***	6.586^***	7.363^***	7.228^***	?0.079	?0.079	4.839^***	4.853^***
		（0.419）	（0.417）	（0.401）	（0.401）	（0.061）	（0.061）	（0.348）	（0.349）
	控制变量	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes
	常数	507.774^***	502.860^***	441.154^***	459.996^***	497.625^***	509.716^***	434.807^***	457.560^***
		（7.210）	（5.241）	（6.729）	（5.656）	（9.678）	（8.279）	（8.975）	（8.421）
随机效应	学生层方差	4174.656	4174.769	5540.266	5545.499	4796.500	4797.770	5460.935	5474.216
	学校层方差	251.615	251.624	312.174	315.080	342.927	343.072	360.082	364.059
	ICC	0.057	0.057	0.053	0.054	0.067	0.067	0.062	0.062
	学生层pseudo R²	0.128	0.128	0.136	0.135	0.185	0.185	0.167	0.164
	学校层pseudo R²	0.615	0.615	0.621	0.619	0.654	0.654	0.682	0.679
	学生层样本量	36286	36286	26095	26095	21889	21889	20319	20319
	学校层样本量	267	267	268	268	119	119	119	119

[1]	Jing Zhang. IQ or EQ: Which is More Important for Students’ Learning ? [J]. Journal of East China Normal University(Educational Sciences), 2022, 40(11): 69-79.
[2]	Gang Cheng, Sihui Du, Qian Yu. Are Your Educational Expectations Rational? Research on Effects of Parent-Child Discrepancies in Educational Expectations on Academic Performance [J]. Journal of East China Normal University(Educational Sciences), 2022, 40(1): 74-87.
[3]	Yongmei Hu, Jing Yuan. Which is More Important for Students’ Academic Performance: Response to the Debate about the Role of Schooling and Parenting from the Coleman Report [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(1): 1-25.
[4]	Bao Wei, Jin Honghao. The Influence of the College Entrance Examination Reform on Freshman’s Academic Adaptation: Inhibition or Promotion? [J]. Journal of East China Normal University(Educational Sciences), 2020, 38(6): 20-33.
[5]	Tang Yipeng, Wang Chuang, Hu Yongmei. How to Improve Students' Academic Performance: A Perspective of Learning and Teaching Strategies [J]. Journal of East China Normal University(Educational Sciences), 2020, 38(3): 93-105.
[6]	LI Lili, GUAN Hongyu, Scott ROZELLE. The Correlation of Expenditure on School Level and Students' Academic Performance: Based on the Empirical Study in Western Poor Rural China [J]. Journal of East China Normal University(Educationa, 2018, 36(6): 100-106+158.
[7]	JU Yucui, LIANG Lei. The Formulation and Verification of School Moral Atmosphere Scale [J]. Journal of East China Normal University(Educationa, 2017, 35(3): 80-93+170+171.