A Study on the Relationship between Family Educational Input, Approach to Learning, and Children’s Academic Performance

研究使用CFPS2016年、2018年、2020年三年数据，追踪调查4~6岁、6~8岁和8~10岁三个阶段儿童的家庭教育投入对8~10岁儿童的学业表现、6~8岁及8~10岁儿童的学习品质，以及4~6岁、6~8岁和8~10岁三个阶段儿童的学习品质对8~10岁儿童的学业表现之间的预测效应。同时，选择8~10岁的儿童作为研究对象，进一步厘清其家庭教育投入、学习品质及学业表现三者的关系。家长应提升家庭教育投入的质量与效率，尊重儿童学习品质发展的差异，树立正确家庭教育投入观念。Using three years of CFPS data from 2016, 2018, and 2020, the study tracks the predictive effects of family educational inputs on the academic performance of 8~10 year olds, the approach to learning of 6~8 and 8~10 year olds, and the predictive effects between the approach to learning of 4~6, 6~8 and 8~10 year olds on the academic performance of 8~10 year olds. At the same time, children aged 8~10 were selected as the study subjects to further clarify the relationship among their family educational input, approach to learning and academic performance. Parents should improve the quality and efficiency of family education input, respect the differences in the development of children’s approach to learning and establish the correct concept of family education input.