Abstract: The action to improve teenagers’ scientific literacy is an important part of the whole nation's scientific literacy construction. This study investigated the chain mediating effect of scientific epistemological beliefs and scientific self-efficacy on the relationship between family socioeconomic status(SES)and students’ achievements in science. Using a questionnaire adapted from the Program for International Student Assessment(PISA)，we evaluated middle school students' achievements in science and relevant characteristics (N=651, 16.17士0.54 years old). We know that the students’ achievements in science are also use as indicator of students' scientific literacy. The results showed that:(1) family SES, scientific epistemological beliefs, scientific self-efficacy and students’ achievements in science were positively correlated with each other; (2) family SES positively affect scientific epistemological beliefs and scientific self-efficacy respectively;(3) scientific epistemological beliefs and scientific self-efficacy have a chain mediating effect on the relationship between family SES and student' achievement in science. These results suggested that improving the scientific literacy of disadvantaged students can be promoted by enhancing scientific epistemological beliefs and self-efficacy.

青少年科学素质提升行动是全民科学素质建设的重要内容.本研究采用学生能力国际评价项目的部分公开科学试题测量学生科学成绩,并将其作为学生科学素质指标,考察了651名中学生(16.17±0.54岁)的科学认知信念和科学自我效能感在家庭社会经济地位影响学生科学成绩中的链式中介作用.结果显示:(1)家庭社会经济地位、科学认知信念、科学自我效能感、学生科学成绩相互之间正相关;(2)家庭社会经济地位分别正向影响科学认知信念和科学自我效能感;(3)科学认知信念和科学自我效能感在家庭社会经济地位影响学生科学成绩中具有链式中介作用.研究提示,可以通过提升科学认知信念和科学自我效能感促进社会经济状况弱势学生科学成绩和科学素质的提高.

基金项目:国家社会科学基金重大项目“文化比较视域下中西思维方式差异性研究”( 19ZDA021）