教师支持与中国儿童学业成绩之间的纵向关系:学生协会之间的和学生协会内的解
Jianhua Zhou1, Xue Gong2, Xiaofei Li3
1School of Psychology, Northwest Normal University, Lanzhou, China.
Journal of school psychology
|March 3, 2024
概括
教师的支持对学生的数学成绩产生了积极的影响. 在教师支持和学术成功之间存在相互影响,这凸显了在教育研究中考虑学生之间的协会和学生内部协会的重要性.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 教育社会学教育的社会学
背景情况:
- 教师的支持,包括情感和工具援助,对于学生的发展至关重要.
- 纵向研究对于理解支持与成就之间的动态相互作用至关重要.
- 区分学生之间的和学生内部的效应提供了对这些关系的细微看法.
研究的目的:
- 调查教师支持与数学成绩之间的纵向关联.
- 使用先进的统计建模来区分学生和学生内部的影响.
- 检查教师支持和随着时间推移的学术成绩之间的相互关系.
主要方法:
- 采用随机拦截交叉滞后面板模型 (RI-CLPMs) 和交叉滞后面板模型 (CLPMs).
- 分析了两学年的694名中国小学生的数据.
- 专注于数学成绩和两种类型的教师支持:情感和工具.
主要成果:
- 更高的学业成绩与在学生之间更大的教师情感和工具支持有关.
- 在学生内部的水平上,学术成绩预测了教师的工具支持,但不是情感支持.
- 在两种类型的教师支持和学业成绩之间发现了显著的互惠效应.
结论:
- 教师支持和学业成绩有复杂的,相互的纵向关联.
- 学生之间和学生内部水平之间的区别对于准确的解释至关重要.
- 调查结果强调了培养支持性教师与学生关系对于学术成功的重要性.
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