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This study focused on three major components of socioeconomic status(SES),family wealth home educational resources,and parental education and examined the direct and indirect effects of these aspects along with parental expectation on Chinese adolescents mathematics and problem-solving achievements.Over 5,000 9th graders in five geographical districts of China participated in the study and items were borrowed from PISA assessments and student questionnaire.Results of two full Structural Equation Modeling revealed that the three components directly affect parental expectations and mathematics achievement,with family wealth being a negative predictor of parental expectation.Two components directly affect problem solving achievement,with an insignificant effect from family wealth.The mediation effects of parental expectations were partially supported.