在中国的中学课堂上,是什么驱动学术上的同行效应:同行组成还是同行表现?
Qihui Chen1, Chunchen Pei2, Yuhe Guo3
1Beijing Food Safety Policy & Strategy Research Base & College of Economics and Management, China Agricultural University, Beijing, China.
Heliyon
|June 14, 2023
概括
学术同行影响在中国显著提高中学生的考试成绩. 七年级同学表现更强与八年级数学和英语成绩更高相关,影响学习习惯和自信.
科学领域:
- 教育教育教育教育教育教育.
- 社会学 社会学 社会学
- 心理学 心理学 心理学
背景情况:
- 学术上的同行影响对于学生的发展至关重要.
- 了解这些影响在像中国这样多样化的教育体系中至关重要.
- 之前的研究经常与内源性分类和反向因果关系作斗争.
研究的目的:
- 估计学术同行影响对中国中学学生成绩的因果关系.
- 调查通过同行效应运作的机制.
- 检查不同学生子组中同行效应的异质性.
主要方法:
- 准实验性设计,使用中国中学生的大规模,全国代表性的调查.
- 随机分配7年级学生到52所学校的不同班级,以解决内源性分类问题.
- 对随机分配的七年级同学平均考试成绩的八年级考试成绩的回归分析,以解决反向因果关系.
主要成果:
- 同学们的7年级成绩增加1个标准偏差导致个人8年级数学成绩增加0.13-0.18个标准偏差,英语成绩增加0.11-0.17个标准偏差.
- 发现同行影响增加了学生的每周学习时间和学习信心.
- 对男孩的影响更大,学术更强的学生,在更好的学校 (较小的班级,城市) 和处境不利的学生.
结论:
- 课堂同行影响对中国中学学业绩产生了显著的积极影响.
- 同龄人的影响通过增强学习习惯和自我效能而起作用.
- 同龄人影响的影响不均,根据学生和学校的特点而异,突出了针对性干预的必要性.
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