纵向检查教师与学生关系和学业成绩的并行成长和相互变化的纵向检查
Daniel B Hajovsky1, Steven R Chesnut2
1Department of Educational Psychology, Texas A&M University.
School psychology (Washington, D.C.)
|September 7, 2023
概括
积极的师生关系 (TSR) 并没有预测阅读或数学方面的学业成绩增长. 同样,学术成绩也无法预测TSR的变化,这挑战了之前关于双向联系的研究结果.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 量化心理学 量化心理学
背景情况:
- 研究表明,积极的教师与学生关系 (TSR) 促进了参与,社会技能和学术发展.
- 之前的研究表明,TSR与学业成绩之间存在相互联系,但往往缺乏强有力的方法来确定方向性.
研究的目的:
- 分析TSR和阅读和数学学术成就的共同发展.
- 通过使用先进的统计模型,研究TSR的纵向轨迹和成就之间的相互预测.
主要方法:
- 采用双变化得分模型 (DCSM),一种潜在变化得分模型,来检查相互关联.
- 利用了来自幼儿园队列 (2010-2011) 幼儿园纵向研究的数据,这是一个全国代表性的样本.
主要成果:
- 与之前的发现相反,TSR评级的变化不能预测阅读或数学成就的后续变化.
- 成绩分数的变化没有预测TSR评级的后续变化.
结论:
- 该研究的结果不支持TSR与分析队列中的学术成绩之间的互惠,预测关系.
- 强调需要方法上的进步,以充分理解教师与学生的动态和学术成果之间的复杂相互作用.
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