The Relationship Between Family Socioeconomic Status and Academic Buoyancy, Adaptability, and Mathematics Achievement

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Abstract

This research investigated the mediating roles of academic buoyancy and adaptability in the relationship between family socioeconomic status and mathematics achievement in a sample of 1,164 Chinese junior high school students. The results showed that parental occupation and home learning resources were positively associated with mathematics achievement; parental occupation was positively related to academic buoyancy and cognitive-behavioural and affective adaptability; home learning resources were significantly associated with academic buoyancy and cognitive-behavioural adaptability. Academic buoyancy and cognitive-behavioural adaptability mediated the relationships between parental occupation and mathematics achievement and between home learning resources and mathematics achievement. Affective adaptability mediated the relationship between parental occupation and mathematics achievement. Significance for advancing equity in mathematics education is proposed based on these findings.

Author

• Mudan Chen, Beijing Normal University