自《科尔曼报告》发表以来，大量研究热衷于从家庭背景的角度探讨影响儿童学业发展的原因，然而家庭背景对儿童学业发展的影响机制仍是一个尚未完全打开的黑箱。不过，发展心理学有关家庭环境与能力形成的“教养方式”的分析视角引起了广泛关注。经典的教养方式研究，依据父母对子女需要的回应方式及对子女行为约束和要求方式等两个维度，建立起权威民主型、专制型、宽容溺爱型和忽略型等四种教养方式的理想类型，由此来讨论教养方式对儿童学业发展的影响。本文将教养方式理论引入社会再生产问题的讨论，以此提供一些关于家庭背景对儿童学业能力影响机制的新的理解。本文利用2012年清华大学中国经济社会数据中心“中国城镇化与儿童发展调查”数据，这是国内首个具有全国代表性的儿童调查数据。实证研究包括三个主题：家庭背景对教养方式的影响、教养方式对儿童学业能力的影响，及教养方式在家庭背景与儿童学业能力之间的中介作用。研究发现：首先，家庭背景较好的家庭——在农村主要表现为母亲教育程度较高、家庭收入较高，在城市主要表现为母亲职业较好、独生子女家庭——更可能采用权威民主型教养方式。但是，家庭背景对教养方式的影响在不同群体中可能具有一定的异质性，母亲教育程度对教养方式的正效应在贫困地区更大，支持了资源替代理论。其次，在控制内生性后，对于童年中期儿童，权威民主型和宽容溺爱型教养方式相比于忽略型教养方式显著有利于儿童语文能力，而对于青少年早期儿童，宽容溺爱型教养方式相比于权威民主型和忽略型教养方式更有利于儿童语文能力。最后，对于童年中期儿童，家长温暖对家庭社会经济地位与儿童学业能力之间的关系具有显著的中介作用，而对于青少年早期儿童，家长温暖和家长控制的中介作用不显著，但是家长温暖和家长控制对儿童学业能力的影响具有显著的互补效应。本文研究表明，发展心理学所讨论的“教养方式”是一个能较好预测儿童学业发展的重要过程机制，但教养方式并不是一个社会或文化中独立存在的养育载体，它的形成本身具有较强的社会选择效应，家庭背景对教养方式具有十分显著的影响。教养方式在一定程度上对于家庭背景与儿童学业能力之间的关系具有中介作用。这些研究结果表明，援用教养方式理论分析家庭背景与儿童学业能力之间的关系，是一个值得社会学重点关注的研究领域。

Since the Coleman Report, scholars have done a lot of research on the influence of family background on children's academic achievement. These studies indicate that family background is an important factor affecting children's academic achievement. The relationship between family background and academic achievement is still puzzled. The research of developmental psychology is very concerned about the environment of children development. Parenting style is one of the most important theories about the family environment and child development. Studies show that authoritative parenting, authoritarian parenting, indulgent parenting, and neglectful parenting have different effects on child development. By introducing parenting style theory into the discussion of social reproduction, the dissertation will help us to have a new understanding of the underlying reasons.Based on the nationally representative survey data of "China's Urbanization and Child Development Survey" of Tsinghua University in 2012, this dissertation includes three main contents: how family background impacts parenting style, how parenting style influence academic ability, and, how parenting style play a mediating role between family background and children’s academic ability.The main findings are below: First, families with better backgrounds, those with higher education and higher family income in rural areas and those with a better career and only child in urban areas, are more likely to choose authoritative and permissive parenting style. However, compared with residents in non-poverty area, the positive effect of maternal education on parenting style is more notable on residents living in poverty area, which to some extent supports the theory of resource substitution.Second, parenting style has a significant impact on children's academic ability, but the effects are different at different age stages. After controlling the endogeneity, for mid-childhood children, the authoritative and permissive parenting style has a significant positive effect on children's language ability compared with neglectful parenting style. For early adolescents, the permissive parenting style has a significant positive effect on children's language ability compared with authoritative and neglectful parenting style.Third, for mid-childhood children, parental warmth has a significant mediating effect between family socioeconomic status and children's academic ability. For early adolescents, parental warmth and parental control have no significant mediating effect. However, parental warmth and control have interactive effects on children's academic ability，which shows a significant complementary effect.In conclusion, this dissertation finds that family background has a significant influence on parenting style, and in the Chinese context, after controlling the endogeneity, parenting style has a certain explanatory power to the academic ability of children. To some extent, parenting style plays a mediating role between family background and children's academic ability. These findings indicate that using the theory of parenting style to analyze the relationship between family background and children's academic ability could be fruitful and worth sociologists’ more attention.