以22項實證研究(25個獨立樣本,79665個被試)為對象,綜合使用元分析和結構方程模型,以家庭投資模型和家庭壓力模型為理論基礎,探討了家庭社會經濟地位對學業成就的影響及內在機制。結果發現:(1)家庭社會經濟地位能顯著地正向預測學業成就(r=0.32);(2)家庭社會經濟地位測量方式的調節效應顯著;(3)父母卷入在家庭社會經濟地位與學業成就間起著部分中介作用;(4)父母卷入的中介效應只存在于小學及以下群體,在中學群體中介效應不顯著。結論,家庭社會經濟地位與學業成就之間存在顯著正相關,在小學和幼兒園階段時父母卷入在家庭社會經濟地位和學業成就間起著部分中介作用。

A meta-analysis Structural equation modelling was conducted to investigate the relationship between family socioeconomic status, parental involvement and academic performance of students on the basic of family stress model and family investment model. Analysis of 25 studies(N = 79665) met the criteria for inclusion in the meta-analysis. The result of meta-analysis showed: family socioeconomic status had medium positive correlation to academic performance of students. Moderator analyses revealed that measurement method had significant moderating effects on the relationship between family socioeconomic status and academic performance, and the moderating effects of grade was not significant. Mediation analysis revealed that parental involvement plays partial mediation effect between family socioeconomic status and academic performance. Moreover, partial mediation effect of parental involvement was significant when students were from kindergarten or elementary school. The results suggest that family socioeconomic status is an important influencing factor to academic performance from kindergarten to secondary school. And before secondary school, family socioeconomic status partially affects academic performance by parental involvement.