The Influence of Family SES on Scientific Literacy of Middle School Students: The Chain Mediating Role of Scientific Epistemological Beliefs and Scientific Self-efficacy
提升青少年学生的科学素质、培养具有科学素质的未来合格公民是当前科学教育的主题。学生科学素质通常指学生个体对科学概念和理论知识的掌握及在科学方面的能力，其测量往往是通过一套指标体系，对学生在科学领域的表现进行测评。家庭社会经济地位(Socioeconomic Status，简称SES)是影响学生科学素质的重要外因，如何缩小不同家庭SES学生科学素质的差距及如何提升青少年学生的科学素质受到越来越多的关注。以往研究发现，学生科学认知信念和科学自我效能感分别是影响学生科学素质的重要个体内部心理因素。然而家庭SES这一外部因素是否以及如何通过学生科学认知信念和科学自我效能感影响学生科学素质，是一个有待进一步研究的问题。这一问题的揭示对于学生，尤其是对于家庭SES弱势学生科学素质的针对性干预具有重要意义。
本研究借鉴经济合作与发展组织(Organisation for Economic Cooperation and Development，简称OECD)开展的学生能力国际评价项目(the Programme for International Student Assessment，简称PISA，选择其中科学领域测评的部分公 开试题和测评工具编制学生问卷和科学题问卷，对651名中学生(平均年龄16.17 士0.54岁，其中女生348名)进行了测试。其中以科学题答卷得分测量学生科学 素质指标;以学生拥有家庭物品和藏书量、父母受教育程度及职业评定参与学生 的家庭SES指标;以科学认知信念量表和科学自我效能感量表分别测量科学认 知信念和科学自我效能感指数。
研究结果显示:(1>家庭SES、科学认知信念、科学自我效能感、科学素 质相互之间正相关。(2)家庭SES弱势学生的科学素质、科学认知信念和科学 自我效能感低于家庭SES优势学生;女生的科学素质和科学自我效能感低于男 生。(3) 科学认知信念在家庭SES影响科学自我效能感中具有中介作用，同时科学认知信念和科学自我效能感分别在家庭SES影响学生科学素质中具有中介作用。(4)科学认知信念和科学自我效能感在家庭SES影响学生科学素质中具有链式中介作用。
本研究探讨了家庭SES弱势学生的科学素质、科学认知信念和科学自我效能感与家庭SES优势学生的差异，同时讨论了其中的性别差异，重点考察并发现了了科学认知信念和科学自我效能感在家庭SES影响学生科学素质中的链式中介作用。根据研究结果，提出了通过提升科学认知信念和科学自我效能感提升学生科学素质的教育建议，并指出尤其应重视家庭SES对学生科学素质的影响，以及重视女生科学素质的提升。
其他摘要
The theme of current science education is how to enhance the scientific literacy of young students and train future qualified citizens with scientific literacy. Students' scientific literacy usually refers to students' individual grasp of scientific concepts and theoretical knowledge and their ability in science, which is often measured through a set of index system to assess students' performance in the field of science. Family socioeconomic status (SES) is an important external factor affecting students' science literacy. How to narrow the gap of science literacy among students from different SES families and how to improve adolescent students' science literacy has attracted more and more attention. Previous studies have found that students' science epistemological beliefs and science self-efficacy are important individual internal psychological factors affecting students' science literacy respectively. However, whether and how the external factors of family SES affect students' scientific literacy through students' scientific epistemological beliefs (EB) and scientific self-efficacy (Se) is a question to be further studied. The revelation of this problem is of great significance for targeted intervention of scientific literacy of students, especially students from lower SES families.
This study draws on the Program for International Student Assessment (PISA) conducted by the Organization for Economic Cooperation and Development (OECD), some public test questions and assessment tools in the science field were selected to compile student questionnaires and scientific questionnaires, and 651 middle school students (average age 16.17士0.54 years old, including 348 girls) were tested. The score of science questions was used as the index of students' science literacy. The number of household items and books owned by students, the education level and occupation of parents were taken as the SES index of participating students. The scientific epistemological beliefs Scale and the scientific self-efficacy scale were used to measure the scientific epistemological beliefs and scientific self-efficacy index.
The results showed that: (1) Family SES, scientific epistemological beliefs, scientific self-efficacy and scientific literacy were positively correlated with each other. (2) The scientific literacy, scientific epistemological beliefs and scientific self-efficacy of students from lower SES families are lower than those of students from higher SES families; Girls' scientific literacy and scientific self-efficacy were lower than boys'. (3) Scientific epistemological beliefs play a mediating role in the influence of family SES on scientific self-efficacy. Scientific epistemological beliefs and Scientific self-efficacy each plays a mediating role in the influence of family SES on scientific literacy. (4) Scientific epistemological beliefs and scientific self-efficacy play a chain mediating role in the influence of family SES on scientific literacy.
This study examines the differences between the scientific literacy, scientific epistemological beliefs and scientific self-efficacy of students from families of different SES, and the gender differences among them, and focuses on the chain mediating role of scientific epistemological beliefs and scientific self-efficacy in the influence of family SES on students' scientific literacy. According to the research results, Some educational suggestions are put forward to improve students' scientific literacy by improving their scientific epistemological beliefs and scientific self-efficacy. It is suggested that more attention should be paid especially to the influence of family SES on students' scientific literacy in the construction of scientific literacy, to the improvement of girls' scientific literacy, and to fully recognize the mediating and chain mediating role of individual psychological factors such as scientific epistemological beliefs and scientific self-efficacy in the influence of family SES on students' scientific literacy, so as to make contributions to the goal of improving the whole people's scientific literacy.
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