The relationship between family socioeconomic status and mathematics achievement of junior high school students in Guangzhou, China : the mediating roles of academic buoyancy and adaptability

Abstract

Much research attention has recently been paid to educational equity. Originating from Equality of educational opportunity (Coleman et al., 1966), the belief that family background is of vital importance to a student’s academic achievement has been widely accepted. Drawing on Reyes and Stanic’s (1988) theoretical assumptions and Heckhausen et al.’s (2010) motivational theory of life-span development, this research investigated the mediating roles of academic buoyancy and adaptability (cognitive-behavioural and affective) in the relationship between family socioeconomic status (SES) and mathematics achievement. An explanatory sequential mixed-methods design was employed in this two-phase study. Phase One, adopting a quantitative approach, surveyed 1,164 Chinese junior high school students (49.4% females). Phase Two, employing a qualitative approach, interviewed 32 participants, including students, their parents, and mathematics teachers. Phase One utilised structural equation modelling to examine the mediation effects of academic buoyancy and adaptability on the associations between three indicators of family SES (parental occupation, family learning resources, and parental education) and mathematics achievement. After controlling for gender and attendance type, parental occupation and family learning resources were positively associated with mathematics achievement, while parental education and mathematics achievement were not significantly correlated. Parental occupation was positively related to academic buoyancy and cognitive-behavioural and affective adaptability; family learning resources were significantly associated with academic buoyancy and cognitive-behavioural adaptability; no significant association was found between parental education and academic buoyancy or either type of adaptability. The results of three single-mediator models revealed that academic buoyancy and cognitive-behavioural adaptability mediated the relationships between parental occupation and mathematics achievement and between family learning resources and mathematics achievement. Affective adaptability mediated the relationship between parental occupation and mathematics achievement. The results of the multiple-mediator model indicated that when considering three mediators simultaneously, the paths from academic buoyancy to mathematics achievement and from affective adaptability to mathematics achievement were suppressed. Only cognitive-behavioural adaptability significantly mediated the relationship between both parental occupation and family learning resources and mathematics achievement. Phase Two explained the “how” or “why” behind the quantitative results. The interview data revealed that family SES influenced the development of academic buoyancy, cognitive-behavioural, and affective adaptability, contingent upon parental involvement. Effective parental involvement was not limited to parents with high education levels; those with high occupational status had distinct advantages. Using family learning resources can facilitate mathematics learning. Additionally, students with academic buoyancy and adaptability had active learning engagements and motivations that benefitted their mathematics achievement. This study has both theoretical and practical importance. Theoretically, it enriches the understanding of the influencing pattern of different indicators of family SES on mathematics achievement through the lens of psychological constructs within the Chinese context. Practically, it suggests teachers should offer parents tailored guidance concerning their involvement and provide students with targeted support to empower them to navigate academic challenges and changes. Parents should participate in group-based parent training sessions to gain insights from experts and fellow successful parents. Students should cooperate with their parents and develop positive learning dispositions. Policymakers should provide intervention programs aimed at improving students’ academic buoyancy and adaptability.