An Empirical Analysis of the Influencing Factors of Middle School Students’ Academic Achievement in China: Based on the Following Survey Data of CEPS (2014-2015)

DOI

10.2991/icesem-18.2018.208How to use a DOI?

Keywords

Academic achievement; Parenting styles; Teachers’ sense of responsibility; Cognitive competence

Abstract

Based on the following survey data of CEPS (2014-2015), we analyzed the influence factors of middle school students’ academic achievement from three aspects (family, school and individual) by using multiple linear regression. The results indicated that the middle school students’ academic achievement is just at the middle level, and there are significant differences in achievement among registration, the number of children, boarding, family economy, physical health, cognitive competence and self-confidence. In addition, parenting styles, teachers’ attention, teachers’ sense of responsibility, students’ cognitive competence, extra-curricular learning time, learning attitude, social behavior development and self-confidence have a significant effect on achievement.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Tengfang Huang
AU  - Yan Yang
PY  - 2018/08
DA  - 2018/08
TI  - An Empirical Analysis of the Influencing Factors of Middle School Students’ Academic Achievement in China: Based on the Following Survey Data of CEPS (2014-2015)
BT  - Proceedings of the 2018 2nd International Conference on Education Science and Economic Management (ICESEM 2018)
PB  - Atlantis Press
SP  - 890
EP  - 894
SN  - 2352-5398
UR  - https://doi.org/10.2991/icesem-18.2018.208
DO  - 10.2991/icesem-18.2018.208
ID  - Huang2018/08
ER  -