学生与教师关系和早期小学成绩之间的累积,时间特定和持久的关联
Arya Ansari1,2, M Nicole Buckley1,2, S Colby Woods3
1Department of Human Sciences, The Ohio State University, Columbus, Ohio, USA.
Child development
|November 20, 2024
概括
从幼儿园到三年级的高质量的学生-教师关系对学生的成绩产生了积极的影响. 女孩经历了更多的冲突,与教师的亲密关系减少,影响了他们的社会福祉.
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:
- 学生与教师的关系对于学术和社会发展至关重要.
- 之前的研究强调了早期教育中积极互动的重要性.
研究的目的:
- 检查学生与教师关系和学生成绩之间的累积,时间特定和持久的关联.
- 调查学生与教师关系质量的性别差异及其影响.
主要方法:
- 利用了2011年幼儿园班的早期儿童纵向研究数据 (n=14,370).
- 分析了学生与老师冲突之间的关联,以及与幼儿园到三年级的各种学生结果的亲密关系.
- 采用累积模型来评估关系经验随时间推移的意义.
主要成果:
- 学生与老师之间的冲突和亲密关系在整个小学中始终与学生的成绩有关.
- 学生缺勤率与学生与教师冲突的联系不太一致.
- 女孩报告与男孩相比,与教师的关系更为冲突和不太亲密,这影响了社会结果.
结论:
- 学生与教师关系的质量和一致性显著影响了广泛的学生成果.
- 长期积极的关系经验对于学生的成功至关重要.
- 在学生与教师关系质量方面存在性别差异,对女孩来说可能会产生负面的社会后果.
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