The Influence of Family Socioeconomic Status, Cultural Capital and Extra Curricular Study on Students’ Academic Achievement

Abstract

Studying the relationship and interactive mechanism between family socio-economic factors, family cultural resources, extracurricular tutoring, and students’ academic performance can provide theoretical support and direction guidance for optimizing the allocation of educational resources and promoting the improvement of students’ learning quality. This study used PISA China (2015) data to select a sample of 9,841 students from 268 schools covering dozens of districts and counties, and explored the impact of family socio-economic factors, family cultural capital, and extracurricular tutoring factors on students’ academic achievement through a three-layer linear regression model. The study found that when only demography variables were included, it had no significant effect on predicting students’ academic achievements. When adding family socioeconomic group variables, family socioeconomic factors have a significant positive predictive effect on students’ academic performance, with family wealth contributing the most; After adding cultural resource group variables, the explanatory power of the model increased by 40.2%, indicating that cultural resource factors have a significant positive effect on students’ academic performance. Increasing cultural resource investment can have a positive effect on improving students’ academic achievement.