学校停课对青少年课堂气候感知和学业成绩的溢出效应
Ming-Te Wang1, Juan Del Toro2, Christina L Scanlon1
1Urban Education Institute, Crown Family School of Social Work, Policy, and Practice, University of Chicago, USA.
Journal of school psychology
|March 3, 2024
概括
排斥性纪律,如对轻微违规行为的停学,会对所有学生的学业成绩产生负面影响. 课堂气候观念调解了这些影响,这表明需要在学校采取不那么惩罚性的方法.
科学领域:
- 教育心理学教育心理学
- 青少年发展 青少年发展
- 课堂管理 课堂管理
背景情况:
- 排斥性纪律越来越多地用于轻微的青少年行为违法行为.
- 支持者认为,通过消除干扰,它有利于表现良好的学生.
- 对学业成绩的实际影响需要审查.
研究的目的:
- 调查轻微违规行为课堂停课率与青少年学业成绩之间的联系.
- 检查课堂气候观念在这种关系中的调解作用.
- 评估对被停课和没有被停课的学生的影响.
主要方法:
- 两个独立的青少年样本 (N=1305和N=563) 在数学和科学教室.
- 对轻微违规行为的课堂级停课率的分析.
- 检查学生对课堂气候的看法.
- 评估学术成绩的结果.
主要成果:
- 对轻微违规行为的高课堂停课率与所有学生的学业成绩较差相关.
- 学生对课堂气候的看法调解了停学率与非停学学生学业表现之间的关系.
- 暂停对被暂停和未被暂停的同行产生了负面影响.
结论:
- 严格的,惩罚性的纪律方法可能会损害学术成果.
- 转向支持性的课堂气候可以更好地满足青少年的发展和学习需求.
- 重新思考纪律实践对于改善教育环境至关重要.
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