家庭社会经济地位对幼儿数学成绩的影响:有调节的中介效应OA

Early mathematical ability in young children is an important predictor of their future academic achievements.By surveying 134 children aged 5-7 and their parents,this study constructs a moderated mediation model to explore the effects of family socioeconomic status on children's mathematics performance and its underlying mechanisms.The results show:(1)family SES significantly and positively predicts children's mathematical ability;(2)Family mathematical activities play a partial mediating role between SES and children's mathematical ability;(3)Parents'beliefs regarding the value of mathematics positively moderate this mediating pathway.That is,in families where parents have a higher belief regarding the value of mathematics,the positive effect of family mathematics activities on children's mathematical abilities is more significant.However,in families where parents have a lower belief regarding the value of mathematics,the mediating effect of family mathematics activities is not significant.The study reveals the synergistic mechanism among structural resources,family educational processes,and parents'beliefs,providing empirical evidence not only for refining the early childhood education support system at the policy level but also offers practical guidance for enhancing children's mathematical ability,promoting the development of family mathematical activities,and implementing interventions targeting parental mathematical beliefs in educational practice.