培育良好的劳动习惯是劳动育人的基础与先导。中小学生良好劳动习惯养成是习近平总书记关于培养和谐发展的时代新少年理论的重要内容，是中小学生成长成才举足轻重的一步。家庭作为劳动教育的重要场域，是影响中小学生劳动习惯养成的重要环境系统，在中小学生劳动习惯的养成过程中发挥着不可替代的作用。然而家庭是一个复杂的系统，在家庭场域中形成的家庭环境具体如何对中小学生劳动习惯产生影响以及产生了怎样的影响是一个复杂的过程。本研究基于我国5省（区）150所中小学12401名学生的实证调查，采用多元线性回归分析、KHB分解、Shapley值分解等方法，从结构性维度和过程性维度两方面，探讨了家庭环境对中小学生劳动习惯发展的影响机制，打开了家庭环境影响中小学生劳动习惯的“黑箱”。本研究旨在引起社会各界对家庭的关注，帮助家庭提升教育能力，最终推动学生劳动习惯与劳动素养提升，促进学生德智体美劳全面发展。得出以下结论：

第一，在我国中小学生的劳动习惯现状方面，总体来看，中小学生劳动习惯的总体表现不佳；从各学段来看，小学生的劳动习惯整体水平最好，其次是初中生，最后是高中生；从中小学生劳动习惯各维度情况来看，中小学生自觉性表现较好，但中小学生真正参与各项劳动的行为频率有待提高；从差异分析来看，中小学生劳动习惯在个体（性别、学段、独生子女、寄宿、城乡分布）、家庭（家庭社会经济地位、父母支持）、学校（劳动课程开设、劳动实践教室、教师劳动观念）、社会（社会劳动教育氛围）等方面均存在显著差异。

第二，在家庭环境对中小学生劳动习惯的影响方面，首先，结构性家庭环境对中小学生劳动习惯有显著影响。一是结构性家庭环境对中小学生劳动习惯有显著的直接影响。从家庭社会经济地位来看，家庭社会经济地位对学生劳动习惯有显著正向影响；从家庭结构来看，独生子女对学生劳动习惯有显著的负向影响。二是结构性家庭环境对中小学生劳动习惯有显著的间接影响。一方面，家庭社会经济地位通过过程性家庭环境对学生劳动习惯产生影响，即家庭社会经济地位通过父母支持、父母劳动观念、家务劳动分工和父母管教对学生习惯产生影响，存在“家庭经济社会地位—过程性家庭环境—学生劳动习惯”的影响路径。另一方面，家庭社会经济地位还会通过学校因素和学生劳动兴趣对学生劳动习惯产生影响，存在“家庭经济社会地位—学校因素—学生劳动习惯”“家庭经济社会地位—学生劳动兴趣—学生劳动习惯”的影响路径。

其次，过程性家庭环境可有效促进中小学生劳动习惯的养成。一是以父母支持、父母劳动观念、家务劳动分工为指征的过程性家庭环境对学生劳动习惯有显著正向影响。更高的父母支持、更好的父母劳动观念以及更平等的家务劳动分工能够促进学生良好劳动习惯的养成。二是相较于结构性家庭环境而言，过程性家庭环境对学生劳动习惯的影响效应更大。三是过程性家庭环境可弥补弱势家庭背景对学生劳动习惯养成的不利影响。父母支持与平等化家务劳动分工正向调节了家庭社会经济地位对学生劳动习惯的影响。

最后，家庭环境对中小学生劳动习惯的影响存在群体异质性。一是家庭环境对男孩的劳动习惯影响效应更大；二是家庭环境对农村孩子的劳动习惯影响效应更大；三是结构性家庭环境仅对非寄宿学生的劳动习惯的具有显著影响；四是结构性家庭环境对小学生的劳动习惯影响效应最大。

总体来看，家庭环境对中小学生劳动习惯的影响不仅表现在静态的、易于观测的结构性家庭环境，动态的、可塑的过程性家庭环境也会对中小学生劳动习惯产生重要影响，且过程性家庭环境对中小学生劳动习惯的影响效应更大，可见最为重要的是家庭为中小学生劳动习惯“做什么”而不是“是什么”。因此，本研究针对结论提出了完善家庭教育指导体系、提升家长劳动教育素养与提高劳动教育的针对性等的对策建议。

Cultivating good labor habits is the foundation and precursor of labor education. The cultivation of good labor habits among primary and secondary school students is an important part of General Secretary Xi Jinping's theory on cultivating new youths in the era of harmonious development, and is a pivotal step for primary and secondary school students to grow up and become successful. As an important field of labor education, the family is an important environmental system that influences the formation of labor habits of primary and secondary school students, and plays an irreplaceable role in the process of the formation of labor habits of primary and secondary school students. However, the family is a complex system, and it is a complicated process how the family environment formed in the family arena affects the labor habits of primary and secondary school students and what kind of effect it has. Based on an empirical survey of 12,401 students from 150 primary and secondary schools in five provinces (regions) of China, this study used multiple linear regression analysis, KHB decomposition, Shapley value decomposition, etc., to explore the mechanism of the influence of the family environment on the development of primary and secondary school students' labor habits in terms of structural dimensions and process dimensions, and to open up the "black box" of the family environment's influence on primary and secondary school students' labor habits. It opens the "black box" of the influence of family environment on the labor habits of primary and secondary school students. This study aims to draw the attention of the community to the family, help families to improve their educational ability, and ultimately promote the improvement of labor literacy and the overall development of students. The following conclusions are drawn:

First, in terms of the current situation of labor habits of primary and secondary school students in China, in general, the overall performance of labor habits of primary and secondary school students is poor; from the perspective of various school segments, the overall level of labor habits of primary school students is the best, followed by junior high school students, and lastly senior high school students; from the perspective of the situation of various dimensions of the labor habits of primary and secondary school students, primary and secondary school students' self-consciousness performs better, but the frequency of primary and secondary school students' behaviors of actually participating in various labor needs to be improved; from the perspective of the From the analysis of differences, there are significant differences in the labor habits of primary and secondary school students in terms of individual (gender, school section, only child, boarding, urban and rural distribution), family (family socio-economic status, parental support), school (labor curriculum offerings, labor practice classrooms, teachers' concept of labor), and society (social atmosphere of labor education), and so on.

Second, in terms of the influence of family environment on primary and secondary school students' labor habits, first, structural family environment has a significant influence on primary and secondary school students' labor habits. Firstly, structural family environment has a significant direct effect on primary and secondary school students' labor habits. From the viewpoint of family socioeconomic status, family socioeconomic status has a significant positive effect on students' labor habits; from the viewpoint of family structure, only child has a significant negative effect on students' labor habits. Second, structural family environment has a significant indirect effect on primary and secondary school students' labor habits. On the one hand, family socio-economic status affects students' labor habits through process family environment, that is, family socio-economic status affects students' habits through parental support, parental labor concept, division of labor and parental discipline, and there exists the effect of "family socio-economic status - process family environment There is the influence path of "family economic and social status - process family environment - students' labor habits". On the other hand, family socio-economic status also influences students' labor habits through school factors and students' labor interests, and there exists the influence paths of "family socio-economic status - school factors - students' labor habits", "family socio-economic status - students' labor interests - students' labor habits". There is the influence path of "family economic and social status-school factors-students' labor habits" and "family economic and social status-students' labor interest-students' labor habits".

Secondly, the process family environment can effectively promote the formation of labor habits of primary and secondary school students. First, the process family environment, which is characterized by parental support, parental labor concepts, and division of household chores, has a significant positive influence on students' labor habits. Higher parental support, better parental labor concepts, and a more equal division of labor in the household can promote the development of good labor habits among students. Second, compared with the structural family environment, the process family environment has a greater effect on students' labor habits. Third, the process family environment can compensate for the negative influence of disadvantaged family background on the development of students' labor habits. Parental support and equalized division of household work positively moderated the effect of family socioeconomic status on students' work habits.

Finally, there is group heterogeneity in the influence of family environment on the labor habits of primary and secondary school students. First, family environment has a greater effect on boys' labor habits; second, family environment has a greater effect on rural children's labor habits; third, structural family environment has a significant effect on the labor habits of non-residential students only; and fourth, structural family environment has the greatest effect on the labor habits of primary school students.

Overall, the influence of family environment on the labor habits of primary and secondary school students is not only manifested in the static and easily observable structural family environment, but also in the dynamic and plastic process of the family environment will have an important impact on the labor habits of primary and secondary school students, and the process of the family environment has a greater effect on the labor habits of primary and secondary school students, so it can be seen that the most important thing is that the family for primary and secondary school students' labor habits. "It can be seen that the most important thing is what the family does for the labor habits of primary and secondary school students rather than what it is. Therefore, this study puts forward countermeasures to improve the family education guidance system, enhance parents' labor education literacy and improve the relevance of labor education.