Using data from PISA 2015, this study examined the effect of science social capital within the family on student science performance, and the moderating influence of student gender on this relationship. The results from a pooled sample of 15 countries/regions revealed a negative relationship between parental support for learning and student science performance. However, parental attitudes toward science, family members with a science-related career, and parental science-related career expectations had positive effects on student science performance. In addition, gender moderated the association between science social capital within the family and student science performance. Our results shed light on the connections between different dimensions of science social capital and science performance, and the moderating role of student gender in these connections.

本研究使用 PISA 2015 的数据，检验了家庭内科学社会资本对学生科学成绩的影响，以及学生性别对这种关系的调节影响。来自 15 个国家/地区的汇总样本的结果显示，父母对学习的支持与学生科学成绩之间存在负相关关系。然而，父母对科学的态度、从事科学相关职业的家庭成员以及父母对科学相关职业的期望对学生的科学表现有积极影响。此外，性别调节了家庭内科学社会资本与学生科学成绩之间的关联。我们的结果阐明了科学社会资本和科学绩效的不同维度之间的联系，