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<p>This study investigates the association of family socioeconomic status (SES) and family cultural capital with the development of computational thinking (CT) skills among 3,018 primary school students in China, drawing on Pierre Bourdieu’s cultural capital theory. The results indicate that family SES positively predicts students’ CT levels; however, quantile regression analysis reveals a ceiling effect in this predictive relationship. Various dimensions of family cultural capital, such as cultural resources, parental involvement, and parental monitoring, also positively predict CT development, while Shapley value decomposition shows that parental monitoring has the strongest explanatory power. Furthermore, path analysis confirms that family cultural capital significantly mediates the relationship between family SES and students’ CT development, highlighting family cultural capital as a potential mechanism underlying inequalities in this critical digital skill. These findings deepen the understanding of how socioeconomic factors correspond to disparities in CT and provide theoretical and practical implications for promoting equity in CT education.</p>

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Digital reproduction of family capital: revealing the impact of family SES on computational thinking in primary school students

  • 期刊论文

  • 发表日期：

    2026年7月1日

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  • Qi Wang,
  • Shan Zhang,
  • Min Li,
  • Weidong Fu,
  • Chunhua Lu

摘要

This study investigates the association of family socioeconomic status (SES) and family cultural capital with the development of computational thinking (CT) skills among 3,018 primary school students in China, drawing on Pierre Bourdieu’s cultural capital theory. The results indicate that family SES positively predicts students’ CT levels; however, quantile regression analysis reveals a ceiling effect in this predictive relationship. Various dimensions of family cultural capital, such as cultural resources, parental involvement, and parental monitoring, also positively predict CT development, while Shapley value decomposition shows that parental monitoring has the strongest explanatory power. Furthermore, path analysis confirms that family cultural capital significantly mediates the relationship between family SES and students’ CT development, highlighting family cultural capital as a potential mechanism underlying inequalities in this critical digital skill. These findings deepen the understanding of how socioeconomic factors correspond to disparities in CT and provide theoretical and practical implications for promoting equity in CT education.