【摘要】 我国目前已基本实现义务教育有保障的目标，但仍然存在教育结果不公平的问题。基于中国教育追踪调查2013-2014学年的基线数据，分析家庭社会经济地位对初中生学业成绩的影响，以及父母监管、亲子交流、家长与学生朋辈群体互动、父母对子女的教育期望这4类家庭非货币性资源投入在两者之间的中介作用。研究发现：家庭社会经济地位能够显著正向预测初中生的学业成绩；4类家庭非货币性资源投入在两者间均发挥部分中介作用，能够降低家庭社会经济地位差距造成的初中生学业成绩差异。本研究可为初中阶段教育公平相关政策的制订提供参考依据，以期推动我国初中后阶段教育公平目标的实现。更多还原

【Abstract】 Currently, China has achieved the goal of guaranteeing compulsory education, but there are still problems regarding inequitable educational outcomes. Based on the baseline data of the China Education Panel Survey from 2013 to 2014, this study analyzed the impact of junior high school students’ family socioeconomic status on their academic achievement and the mediating role of four types of family nonmonetary resource inputs, namely, parental supervision, parent-child communication, parent-student peergroup interaction, and parental expectations for children’s education. The study found that junior high school students’ family socioeconomic status significantly and positively predicts their academic achievement. All four types of family non-monetary resource inputs play a partially mediating role between family socioeconomic status and students’ academic achievement, and are able to reduce the differences in junior high school students’ academic achievements caused by differences in family socioeconomic status. The findings provide a basis for the government to introduce relevant policies to promote equity in educational outcomes at the junior high school level. Consequently, this study can contribute to realizing the goal of equity in education at the post-junior-high-school level in China.更多还原