Study on the Mechanism of the Impact of Non cognitive Abilities on Academic Achievement: The Chain Mediating Role of Teacher Support and Parent Participation

Hongru Ma; Lu Yao

doi:10.54097/zmqw3g77

Authors

Hongru Ma
Lu Yao

DOI:

https://doi.org/10.54097/zmqw3g77

Keywords:

Non cognitive ability; Academic achievements; Chain intermediary.

Abstract

Based on the China Education Tracking Survey (CEPS) data, a structural equation model was used to study the mechanism of non cognitive abilities on academic achievement of middle school students. The results showed that: (1) there was a significant correlation between non cognitive ability, parental involvement, teacher support, and academic achievement variables; (2) Non cognitive abilities have a significant positive impact on student academic achievement, with pleasant traits in non cognitive abilities having a greater direct impact on academic achievement compared to learning perseverance traits; (3) Parental involvement plays an independent mediating role in the impact of non cognitive abilities on the academic achievement of junior high school students; (4) Teacher support and parental involvement play a chain mediating role in the impact of non cognitive abilities on the academic achievement of middle school students. The results of this study indicate that non cognitive abilities not only have a significant positive impact on the academic achievement of middle school students, but can also have an indirect impact on their academic achievement through two pathways: the mediating effect of parental involvement and the chain mediating effect of teacher support and parental involvement.

Downloads

Download data is not yet available.

References

W.P. Lei.The impact of non cognitive abilities on academic performance of middle school students: an empirical analysis based on CEPS,Journal of Central China Normal University (Humanities and Social Sciences Edition),vol. 60 (2021),154-163

L.Z.Cao. A study on the relationship between family background, non cognitive abilities, and student achievement.Shanghai Education Research, vol. 9 (2019),5-9

Z.H.Liu. The impact of non cognitive abilities on academic achievement: a study based on data from Chinese adolescents . Labor Economics Research, vol. 11 (2018),65-94

James J Heckman, Yona Rubinstein The importance of non cognitive skills: Lessons from the GED testing program [J] American Economic Review, vol.91(2001),119-121.

George Farkas Cultural resources and school success gender, ethics, and power groups with in an urban school district.American Social Review,vol.55(1990), 87-110.

Brent W Robert Back to the future: Personality and assessment and personality development.Journal of Research in Personality,vol.43(2009),99-114.

Y.X.Xie.The hierarchical heterogeneity effect of non cognitive abilities on academic achievement: A review and commentary.Shanghai Education Research,vol.34(2010),28-32.

Y.J.Guo. Meta analysis of the main influencing factors on academic performance of primary and secondary school students.Psychological Exploration, vol,37(2017),140-148.

Coleman J. S. Equality of Educational Opportunity.American Journal of Sociology, vol,2(1967), 347-354.

White K R. The relationship between social economic status and academic Achievement. Psychological Bulletin, vol, 91(1982), 461-481.

Sirin S. R. Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Education Research,vol,75(2005),417-453.

C A Farrington, M Roderick, E Allensworth Teaching Adolescents to Come Learners: The Role of Noncognitive Factors in Shaping School Performance Academic Literature Review, Chicago: University of Chicago Consort Dimoon Chicago School Research Press, vol,13(2012),256-287.

C E Ross and B Broh The Rules of Self Esteem and Sense of Personal Control in Academic Achievement Process.Society of Education,vol,73(2000),270-284.

A Duckworth.Seligman Self Discipline Outdoes IQ in Predicting Academic Performance of Adolescents, Psychological Science, vol,16(2010),939-944.

C.M.Ji.The relationship between teacher support, academic self-efficacy, and academic performance of primary and secondary school students: a meta-analysis structural equation model.vol,33(2021), 106-113.

Gonzalez Dehazes A R, Willems P, Holbein M F D. Examining the Relationship Between Parental Involvement and Student Motivation.Educational Psychology Review, vol,17(2005),99-123.

Oluwateure T A. Effects of Parental Involvement on Students Attention and Performance in Science.African Journal of Microbiology Research, vol,4(2010),1-9.

Gillet N, Vallerand J. Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy support [J] Social Psychology of Education, 2012, 15 (01): 77-95

Granick, W. S. The role of parents in facility autonomy self-regulation for education [J] Theory and Research in Education, 2009, 7 (02): 164-173

COHEN S A. Instructional Alignment: Searching for a Magic Bullet [J] Educational Researcher, 1987, 16 (08): 16-20