The Impacts of Direct Involvement Strategies and Self-Education Expectation on Primary and Middle School Students'Academic Skills—Empirical Analysis Based on the China Family Panel Studies(CFPS)
A total of 833 students aged 10 to 15 from the China family panel studies(CFPS)were selected as subjects to explore the influence of direct involvement strategies(DIS)and self-education expectation on their academic skills,as well as the mediating and moderating role of age in this path.The results show that:from primary school to middle school,the predictive effect of direct involvement strategies on students'academic skills is gradually not significant,the explanation rate decreases,and the result of self-education expectation is opposite;self-education expectation plays a mediating role in the relationship between drect involvement strategies and academic skills;with the increase of age,the influence of direct involvement strategies on self-education expectation decreases,and tends to be less significant.It is suggested that parents should adopt direct education methods such as guidance and supervision in primary school according to their age,so as to promote the formation of good study habits and the progress of academic skills of their children;in the middle school stage,emphasis is placed on guiding the development of self-education expectations and other positive psychological qualities to stimulate children's learning drive.It is suggested that teachers should carry out home-school cooperation based on the characteristics of students'age development,for example,primary school teachers can improve home-school information exchange and sharing,and improve the role of home-school joint guidance and supervision;middle school teachers should guide parents to support their children's autonomy and self-education expectation,and stimulate students'learning initiative and enthusiasm.
direct involvement strategies(DIS)self-education expectationacademic skillsfamily and school work together to educate people
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