THE INFLUENCE OF FAMILY CULTURAL CAPITAL ON MIGRANT CHILDREN'S ACADEMIC ACHIEVEMENT - FROM THE PERSPECTIVE OF EMOTIONAL REGULATION

Abstract Background At present, the mode and characteristics of population migration from rural to urban areas are undergoing significant changes, from temporary migration to permanent migration, from individual migration to family migration, resulting in more and more migrant children. Different from urban local children, migrant children face great challenges in education and academic performance in different periods of economic development. Then, it will become the focus of social research to study the impact of migrant children's academic achievement from the perspective of family cultural capital. Regional mobility will inevitably affect children's emotions, and more and more families begin to pay attention to children's emotional regulation ability. Research Objects and Methods According to the China education expert group survey (CEPs) from 2014 to 2015, the subjects were migrant children who lived in registered residence for more than 6 months and were under the age of 16. 1522 valid samples were finally obtained, accounting for 16.1% of the successful follow-up data. In this study, structural equation model (SEM) was constructed by amos22 0 statistical software for structural equation analysis to explore the impact of family cultural capital on the academic performance of migrant children. Using the method of questionnaire, this paper investigates the emotional micro behavior of migrant children's families in different countries and regions. This study uses the academic engagement scale compiled by Wang (2011), translated by Cong pengpeng (2012), to measure the learning engagement of online learners. The scale includes three dimensions: cognitive input, emotional input and behavioral input. Using Likert's 5-point rating, 1 ~ 5 represent “completely inconsistent” to “fully consistent” respectively. Among them, the dimension of cognitive input mainly measures the mental effort made by online learners when mastering learning tasks, with a total of 8 items; The cognitive engagement dimension mainly measures learners' attitudes or emotions towards online learning, with a total of 9 items; The dimension of cognitive input mainly measures online learners' enthusiasm, effort and participation, with a total of 4 items. The reliability of internal consistency of the questionnaire is 0 72 ~ 0. Between 8 and 6, CFA analysis showed that the structural validity of the questionnaire was good (x 2 = 24 7.38, x 2 / DF = 2.74, CFI = 0.95, TLI = 0.92, RMSEA = 0.070, SRMR = 0.) 04 4). Results This paper theoretically expounds the mechanism of the impact of family cultural capital and parental participation on the academic performance of migrant children. Firstly, there is a significant positive correlation between family cultural capital and migrant children's academic success. Parents' participation plays an intermediary role in the process of cultural capital affecting migrant children's academic achievement. Secondly, the impact of family cultural capital on migrant children's academic achievement is mainly realized through the path of parents' expectation, and the positive correlation between cultural capital and parents' participation is mainly realized through cultural atmosphere. Third, driven by cultural capital, the mediating effect of parental participation is significantly negatively correlated with the academic success of migrant children. According to the intermediary effect analysis method proposed by Wen Zhonglin et al. (2004), this study constructs a direct effect model excluding intermediary variables (learning efficacy) and an intermediary effect model including intermediary variables (learning efficacy). The results show that the direct effect model of positive academic emotion and negative academic emotion on online learning investment fits well (x2 = 61.06, X2 / DF = 2.91, CFI = 0.96, TLI = 0.94, RMSEA = 0.062, 90% CI = 0.050-0.091, SRMR = 0.046), and positive academic emotion (β = 0.42, t = 5.85, p<0.001) and negative academic emotions (β = - 0.35, t = -5.64, p<0.001) the standardized path coefficients of online learning investment are significant. Taking learning efficacy as an intermediary variable into the intermediary effect model, it can be found that the intermediary effect model reaches an excellent level, and the fitting index is x2 = 86 92,x 2 / d f = 2.48, CFI = 0.97, TLI = 0.97, RMSEA = 0.062, 90% CI = 0.046-0.079, SRMR= 0.044. Because the path coefficient from positive online academic emotion to online learning investment is in the direct effect model (β = 0.42, t = 5.85, p<0.001) significant, but in the mediating effect model (β = 0.12, t = 1.83, p>0.05) the middle path coefficient is not significant. Therefore, learning efficacy plays a complete intermediary role in the relationship between positive academic emotion and online learning investment. The path coefficient from negative academic emotion to online learning investment is in the direct effect model (β = -0.35, t = -5.64, p<0.001) and mediating effect model (β = -0.26, t = -4.87, p<0.001), but in the intermediary effect model, the value of the path coefficient decreases (the value decreases from 0.35 to 0.26, so the value of the coefficient decreases (β the value consists of 0.35 reduced to 0.26), therefore, learning efficacy plays a partial mediating role in the relationship between online negative academic emotion and online learning investment. Conclusion With the help of Chinese education tracking data and structural equation, this paper draws some conclusions from the three dimensions of family, school and government, so as to promote the all-round development of students. First of all, establish a good family atmosphere, which is very important for children's growth. Secondly, the participation of immigrant parents in their children's education needs not only the support of the government, but also the support of non-governmental organizations in the form of educational assistance. Thirdly, a diversified parental participation model is proposed to strengthen the participation of group working parents and promote their communication with their children. Finally, migrant children need to enhance their awareness of active participation, including appropriate psychological adjustment, actively participate in extracurricular activities and maintain a positive attitude. In the process of the influence of mobility on emotional changes, children's emotional response plays an intermediary role, and the regulation of mobile families is helpful to children's emotional changes. Acknowledgments Supported by a project grant from National Social Science Foundation Education Youth Project “floating population with children education policy evaluation and countermeasures” (Grant No.CGA150154), National Social Science Foundation (Grant No.20BJY014), Humanities and Social Science Major Project of Shanghai Education Commission (Grant No.E00026).