我院徐莎莎教授撰写的学术论文“Chinese adolescents’ socioeconomic status andEnglish achievement: the mediating role of parentalemotional support”在《Humanities & Social Sciences Communications》2024年第11期发表。

论文摘要：

Family socioeconomic status (SES) is one of the key indicators of academic achievement, including language achievement. Further investigation of SES’s mechanisms ofinfluenceand potential mediators is essential due to the concern regarding the disparities caused by SES in language achievement. This study examines the relation between SES and Chinese adolescents’ English achievement, emphasizing the role of parenting as a conduit for socioeconomic impacts on children and adolescents. The mechanism through which SES influences English achievement was examined in a sample of 1634 junior secondary school students in an urban city in mainland China. A unified model with solid fit indices, comprising both SES and parenting components, was identified through structural equation modeling. As expected, socio-economic disparities appeared to be largely associated with students’ English achievement, and this connection was partially mediated by parental emotional support. Parental emotional support, however, had varied mediating effects that affected the developmental course and shaped achievement outcomes across different SES groups. This study offers valuable insights into the joint contribution of distal SES factors and proximal interactions to achievement outcomes. Intervention efforts and future research implications are discussed.

教师简介：徐莎莎，浙江财经大学外语学院教授，硕士生导师。任中国英汉语比较研究会语言测试与评价专委会理事、浙江财经大学学术委员会委员、学术监督委员会委员。主要学术领域为教育评价、语言能力发展与评估。主持完成教育部人文社会科学研究课题、国家教育考试科研规划课题、浙江省重大人文社科攻关计划重点课题、浙江省教育科学规划重点课题等十余项。获全国高校外语课程思政教学案例大赛一等奖、浙江财经大学教学成果奖、浙江财经大学优秀共产党员荣誉称号、浙江财经大学优秀青年教师支持计划、浙江财经大学研究生优秀毕业论文指导奖。