社会阶层对学业成就的影响：机制及干预研究

Higher education has been seen as an effective way to climb the social ladder, as through it individuals can get a higher social status and income. However, a large number of studies indicate that contrary to the high-class peers, Chinese low class students have worse performance and less admitted to universities. How can we explain and prevent the social class disparities in education? .Recently, the sociocultural-self model provides a theoretical groundwork for a more complete understanding the social class disparities in education. It conceptualizes environmental factors and individual characteristics as interdependent forces that mutually constitute each other. That is, it believe that both poor contexts and poor personal skills lead to the poor performance for members of low class. More importantly, it recognizes that both individual characteristics (e.g. high self-regulation ability, self-efficacy, reading comprehension skills) and environmental factors (money, food, qualified schools and teachers) indirectly influence behavior through the selves. These selves are adaptable psychological states that are a product of the ongoing mutual constitution of individuals and contexts and serve to guide people’s behavior. However, this newly developed model lacks direct experimental evidences. .For those reasons, this program was designed to explore the mediate and moderate effect in the relationship between social class and academic achievement. More specifically, this program will examine the mediation role of social identity threat and self-concordance motivation and the moderation role of societal fairness and self- affirmation. The predictions of this program are as following: a) social class through both social identity threat and self-concordance motivation influence academic achievement; b) self-intervention program which reconstruct selves as current selves are congruent with the desired behavior will be more effective at promoting low class academic achievement; c) social justice and self-affirmation intervention that provide ongoing support for the selves will be more effective at promoting low class academic achievement. The findings of this program may help in the understanding of social class differences in academic achievement and can be used to help low class members to obtain educational success and therefore promote social mobility.

高等教育作为一种重要的社会资源，是实现个人向上流动的重要通道。人们可以通过高等教育获得更高的社会地位，从而实现由低阶层向高阶层的流动。然而，大量研究表明，低阶层学生的学业成绩整体上显著低于高阶层，低阶层学生能顺利通过考试进入大学，尤其是重点大学的人数也越来越少。本项目基于社会文化自我模型，采取实验、纵向追踪研究与大样本问卷调查相结合的方式，首先考察社会阶层的学业成就差距的现状；接着，重点揭示社会阶层影响学业成就的机制，提出社会阶层影响学业成就的有中介的调节模型，探索社会认同威胁与自我一致性动机的中介作用（机制），以及社会公平与自我肯定的调节作用（干预）。以上研究有助于理解社会阶层的学业成就差异的原因；对打破阶层固化、实现社会流动具有十分重要的参考意义，其结论可以作为低阶层向上社会流动相关政府公共管理和教育改革对策的依据。

教育是打破阶层固化的最重要手段。高等教育作为一种重要的社会资源，是实现个人向上流动的最好通道。然而，来自国际的大量数据表明，从总体来看，低阶层学生比高阶层学生的学习成绩要差得多。并且国内的一些初步研究数据显示，低阶层学生能顺利通过考试进入大学，尤其是重点大学的人数也越来越少。对此，本研究拟在客观地揭示当前我国出身于不同社会阶层学生的学业成就现状之后，探讨造成这一现象的社会心理机制，进而提出如何改变这一现状的社会与心理干预方案。围绕研究目标，从三个不同层面开着了如下一系列研究。.首先，通过一系列四个研究考察社会阶层与学业成绩之间的关系。实验室实验与现场实验发现，低阶层学生的学业成绩显著低于高阶层；甚至以中国综合社会调查（CGSS）2010/2011/2012/2013年，对国内各省市自治区18岁以上居民进行当面访谈，共计有40606人为被试的全国综合样本数据分析结果表明，低阶层者的受教育水平显著低于高阶层者。接着，在客观地揭示当前我国出身于不同社会阶层学生的学业成就现状之后，采用问卷法，通过系列的三个研究考察社会阶层影响学业成绩的社会心理机制，发现刻板印象威胁与自我一致性动机在社会阶层影响学生学业成绩过程中起到中介作用，也就是说相对于高阶层学生来说，低阶层在完成学业任务中遭受更多的刻板印象威胁，受控动机水平更高，进而使得他们在学业任务中表现更糟糕。最后，采用现场实验和实验室实验方法，通过一系列四个研究如何通过减少或消除刻板印象威胁以及转变受控动机来提升低阶层学生的学业成绩。结果发现，通过情境启动提升社会公平感可以促进低阶层学生学业动机内化，进而提升学习成绩；此外采用标准化的价值观排序写作任务操纵低阶层被试的自我肯定能显著提升低阶层学业的学业成绩。.本研究在回答如何才能使得低阶层者通过教育获取较高的社会经济地位，从而实现向上社会流动这一非常具有现实意义的问题基础上，进一步考察了其内在的社会与心理机制。对于机制的探讨，有利于我们开发更多有效的促进低阶层学生学业成就的干预方法，为缩小高低阶层在学业成就上的促进，促进低阶层在学业上取得成功而向上社会流动提供实证的研究基础，其结论可以作为低阶层向上社会流动相关政府公共管理和教育改革对策的依据。