潜伏回归分析 考虑学生,教师和家长变量及其与智利小学学生学业绩的关系
Sonia Salvo-Garrido1, José Zayas-Castro2, Karina Polanco-Levicán3
1Departamento de Matemática y Estadística, Universidad de La Frontera, Temuco 4780000, Chile.
Behavioral sciences (Basel, Switzerland)
|June 27, 2023
概括
学生的自我效能和家长的期望大大提高了小学学生的学业成绩. 欺凌对考试成绩产生负面影响,突出了改善教育的关键领域.
科学领域:
- 教育心理学教育心理学
- 量化研究方法 量化研究方法
- 教育社会学教育的社会学
背景情况:
- 在小学教育中的学术成绩对于长期成功至关重要.
- 了解个人,家庭和教学因素的相互作用对于学生的发展至关重要.
- 之前的研究经常孤立地分析因素,需要采用整体方法.
研究的目的:
- 检查隐性变量 (自我效能,阅读兴趣,欺凌,父母的期望,歧视,教师的侵略) 与小学学生的学业表现之间的关系.
- 确定影响学生数学和语言成绩的关键因素.
- 开发和验证一个潜在回归分析模型,用于预测学术成果.
主要方法:
- 量化,非实验性,相关性和横截面设计.
- 隐性回归分析模型应用于智利70,778名小学生的大样本.
- 对标准化SIMCE (教育质量测量系统) 数学和语言测试成绩的分析.
主要成果:
- 该模型解释了49.8%的数学分数和47.7%的语言分数的变化.
- 学生的自我效能是学业成绩最强的预测因素,其次是家长的期望.
- 欺凌成为一个显著的负面因素,降低了这两个科目的平均成绩.
结论:
- 自我效能和家长的期望对小学学生的学业成绩具有关键的积极影响.
- 解决欺凌问题对于改善教育成果至关重要.
- 教育政策制定者应该关注这些已识别的因素,以提高学生的成绩和潜力.
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