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首页> 外文会议>International Conference on Education Science and Economic Management >An Empirical Analysis of the Influencing Factors of Middle School Students' Academic Achievement in China: Based on the Following Survey Data of CEPS (2014-2015)
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An Empirical Analysis of the Influencing Factors of Middle School Students' Academic Achievement in China: Based on the Following Survey Data of CEPS (2014-2015)

机译：中国中学生学术成果影响因素的实证分析：基于CEPS调查数据（2014-2015）

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摘要

Based on the following survey data of CEPS (2014-2015), we analyzed the influence factors of middle school students' academic achievement from three aspects (family, school and individual) by using multiple linear regression. The results indicated that the middle school students' academic achievement is just at the middle level, and there are significant differences in achievement among registration, the number of children, boarding, family economy, physical health, cognitive competence and self-confidence. In addition, parenting styles, teachers' attention, teachers' sense of responsibility, students' cognitive competence, extra-curricular learning time, learning attitude, social behavior development and self-confidence have a significant effect on achievement.
机译：基于以下CEPS的调查数据（2014 - 2015年），我们通过使用多元线性回归分析了从三个方面（家庭，学校和个人）的中学生学业成就的影响因素。结果表明，中学生的学业成就就在中期，登记时的成就，儿童人数，登机，家庭经济，身体健康，认知能力和自信存在显着差异。此外，育儿风格，教师注意力，教师的责任感，学生的认知能力，课外学习时间，学习态度，社会行为发展和自信心对成就产生了重大影响。

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