动态相互关系的动态:探索双向学习行为-成绩关系是否在学生-教师关系配置文件之间有所不同
Christopher J Anthony1, Julia Ogg2, Emily H Winkelman1
1School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, USA.
Journal of school psychology
|June 13, 2024
概括
学生参与课堂教学与学术成绩有关. 在密切的学生-教师关系中,这种关系是双向的,但在冲突或不参与的关系中是单向的,突出说明了背景.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- 学生参与课堂教学与学术成绩相关.
- 这种学习行为与成就关系的方向性尚不清楚.
- 学生与老师的关系背景可能会调节这种关联.
研究的目的:
- 研究学习行为与学业成绩之间的双向关系.
- 检查学生与老师的关系质量如何调节这些相互关系.
- 了解环境环境对儿童学术成长的影响.
主要方法:
- 采用了来自早期儿童纵向研究-幼儿园队列 (2011) 的大型,全国代表性样本 (N=2010).
- 雇佣了潜在的个人资料调节分析,以确定学生与教师关系的个人资料.
- 分析了从幼儿园到三年级的纵向数据.
主要成果:
- 确定了三个学生与教师的关系概况:亲密 (68%),冲突性 (16%),不参与 (16%).
- 发现双向学习行为-成就关系在Close profile中更强.
- 在冲突和不参与的个人资料中观察到对学习行为关系的单向成就.
结论:
- 学生与老师的关系背景显著影响学习行为与成绩的相互关系.
- 亲密关系促进双向影响,而冲突/不参与关系显示单向影响.
- 背景因素对于理解学术成长和制定有效干预措施至关重要.
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