Journal of East China Normal University(Educational Sciences) ›› 2022, Vol. 40 ›› Issue (8): 57-66.doi: 10.16382/j.cnki.1000-5560.2022.08.006

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The Impact of Family Cultural Capital on Students’ Reading Literacy: An Empirical Study Based on Multilevel Logistic Model

Xiaohong Li1, shan Wang2, Chen Chen1, Jie Yang3, Xiangli Tang4   

  1. 1. Collaborative Innovation Center of Assessment for Basic Education Quality , Beijing Normal University, Beijing 100875
    2. Beijing Jianhua Experimental Etown School, Beijing 100176
    3. Asia-Pacific Experimental School of Beijing Normal University, Beijing 102209
    4. Chongqing Liangping Vocational Education Center, Chongqing 405200
  • Online:2022-08-01 Published:2022-07-26


Based on the PISA2018 B-J-S-Z data, this study uses a multi-layer logistic model to analyze the impact of institutionalized family cultural capital, specific family cultural capital and objective family cultural capital on students’ reading literacy, and explores the urban-rural and gender differences of the impact on students’ reading literacy further. The results show that the increase of three kinds of family cultural capital will have a positive predictive effect on students’ reading literacy, but there are significant urban-rural and gender differences in the impact of different types on students’ reading literacy. The differences between urban and rural areas are as follows: institutionalized family cultural capital only has a significant impact on urban students’ reading literacy; in the objective family cultural capital, family educational resources have a significant impact on rural students’ reading literacy, and family cultural resources have a significant impact on urban students’ reading literacy. Gender differences are as follows: the family cultural resources of objectifying family cultural capital have a significant impact on girls’ reading literacy, but there is no significant impact on boys’ reading literacy.

Key words: family cultural capital, reading literacy, multilevel logistic model, PISA