Influence of Family Cultural Capital on Learning Effectiveness: The Role of Learning Attitudes as Mediating Variables
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Abstract
Disparities in family cultural capital impact learning effectiveness. In many regions, differences in resources hinder academic potential for some, while favoring others. In China, uneven economic development, rural-urban gaps, and education system disparities amplify this issue. While efforts are made to address this, challenges persist in achieving equitable family cultural capital distribution, affecting education quality and students' futures.
The article explores the relationship between family cultural capital, learning attitudes, and academic performance among Chinese university students, based on Self-Determination Theory and Social Cognitive Theory. Our research, based on a sample of 1062 university students, multivariate linear regression models further confirmed these relationships. Family cultural capital positively influenced learning attitude, supporting H2. Learning attitude positively affected learning effectiveness, supporting H3. Additionally, family cultural capital positively influenced learning effectiveness, supporting H1. The introduction of learning attitude as a mediator reduced the direct impact of family cultural capital on learning effectiveness, demonstrating the mediating role of learning attitude (H4). These findings underscore the importance of family cultural capital and learning attitude in shaping university students' Learning effectiveness.
The research illuminates the intricate interplay between family cultural capital, learning attitude, and learning effectiveness among university students. By confirming the impact of family cultural capital and learning attitude on learning effectiveness and recognizing the mediating role of learning attitude, the study provides crucial insights for educators and policymakers. Emphasizing family involvement, enhancing cultural capital awareness, and fostering strategies to improve learning attitude are pivotal in creating a conducive and supportive learning environment for all students.
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