一个并行过程的增长曲线分析师生关系和学术成绩
Daniel B Hajovsky1, Steven R Chesnut2, Morgan K Sekula1
1Texas A&M University, College Station, TX, USA.
The Journal of genetic psychology
|November 10, 2023
概括
在幼儿园,积极的教师与学生关系 (TSR) 提高了三年级的学业成绩. 负面的关系阻碍了早期的学业成功,强调了支持性教师与学生联系对学生成长的重要性.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 儿童发展 儿童发展
背景情况:
- 教师与学生的关系 (TSR) 对学术成果至关重要.
- 对TSR和小学年级成绩的纵向协同发展的研究不足.
- 大多数研究都集中在阅读和数学上,忽视了其他科目.
研究的目的:
- 检查师生亲密关系和冲突的纵向成长轨迹.
- 研究TSR的同时发展和科学,阅读和数学方面的成就.
- 分析从幼儿园到三年级的这些趋势.
主要方法:
- 利用并行过程增长曲线模型 (PPGCMs).
- 分析了来自早期儿童长度研究的数据,2010-2011年幼儿园班 (N=13,490).
- 追踪儿童从幼儿园到三年级.
主要成果:
- 幼儿园教师与学生的亲密关系积极预测了科学,阅读和数学方面的成就及其成长.
- 幼儿园教师与学生之间的冲突对成绩及其成长进行了负面预测.
- 儿童的性别,社会经济地位和种族/民族身份影响了TSR和成就趋势.
结论:
- 早期的师生关系对学术轨迹有很大的影响.
- 支持性关系促进了成就的增长,而冲突则阻碍了这一增长.
- 人口因素在TSR的共同发展和实现中发挥着作用.
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