Abstract

Starting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequalities, in this study we aim to explore whether teacher support moderates the relationship between cultural capital and students’ reading performance. In addition, we analysed whether the moderation effect is the same across different education systems, or depends on equity between systems. We used data from PISA 2018 to test a simple moderation model with cultural capital as the independent variable, teacher support – the moderator, and reading performance as the dependent variable. The findings suggest that the correlation between cultural capital and students’ reading performance is moderated by teacher support. However, the nature of the moderation effect differs in education systems with the lowest and education systems with the highest correlation between cultural capital and reading performance.

摘要

从深入了解学生的文化资本对其学业成绩的影响所产生的不平等，以及关于课堂教学干预是否有助于减少这些不平等的证据相对稀缺，在本研究中，我们旨在探讨教师支持是否会缓和文化资本与学生阅读成绩的关系。此外，我们分析了不同教育系统之间的调节效应是否相同，或者取决于系统之间的公平性。我们使用 PISA 2018 的数据来测试一个简单的调节模型，其中文化资本为自变量，教师支持——调节器，阅读成绩为因变量。研究结果表明，文化资本与学生阅读成绩之间的相关性受到教师支持的调节。然而，调节效应的性质在文化资本与阅读成绩之间相关性最低的教育系统和最高的教育系统中是不同的。