小学校における親と教師のコミュニケーションの縦断的軌跡:子供の学力,学校での楽しみ,自己認識の能力の調査
Maggie Roy1,2, Catherine Julien1,3, Jasmine Gobeil-Bourdeau1,3
1Group for Research and Intervention on Children Social Adjustment (GRISE), Université de Sherbrooke, Sherbrooke, Québec, Canada.
The British journal of educational psychology
|August 30, 2025
まとめ
親と教師の質の高いコミュニケーションは 子供の自己認識能力の向上と結びついています 教師は親を積極的に関与させ 子供の成果を向上させるための効果的なコミュニケーション戦略を指導すべきである.
科学分野:
- 子どもの発達と教育心理学
- 発達科学における縦断的な研究
背景:
- 親と教師の効果的なコミュニケーションは 子供の学校の機能と親の関与に不可欠です
- 教育の実践と生徒のやり取りを 適応させるのに役立っています
研究 の 目的:
- 親と教師のコミュニケーションの質の縦断的な軌道を確立する.
- 学生の学力,学校での楽しさ,自己認識の能力との相関関係と関連性を調べる.
主な方法:
- 学校に通う年齢の1486人の集団を研究した.
- 6,7,8,10歳の母親たちは 親と教師のコミュニケーションの質について報告した.
- 学力 (数学,語彙) は10歳で,学校での楽しさ/自己認識能力は12歳で評価されました.
主要な成果:
- 親と教師のコミュニケーションの経路は,高い (60.9%),中等に高い (34.4%) および低品質 (4.7%) であった.
- 低品質のコミュニケーションは 子供の行動問題と 理想の育児とは無関係でした
- 質の低い生徒は12歳の時に自己認識能力が低いと報告したが,学力や学校での楽しみは有意に違わなかった.
結論:
- 教師が親を巻き込むための予防的な取り組みを推奨しています.
- 教師は効果的なコミュニケーション戦略を指導し,自分のスキルを磨くべきです.
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