在青春期,数学参与与教师预期之间的动态:关于数学成绩教育不平等的见解
Wen Wen1, Christina L Scanlon1, Ming-Te Wang1
1Crown Family School of Social Work, Policy, and Practice, University of Chicago, Chicago, IL, United States.
Child development
|February 2, 2026
概括
学生的数学参与积极影响未来的教师期望和数学成绩. 然而,这种效应在白人和高SES学生中更为强烈,突出了教育差异.
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:
- 学生的参与和教师的期望对于学术成功至关重要.
- 需要进行纵向研究,以了解这些因素之间的动态相互作用.
研究的目的:
- 检查随着时间的推移,数学参与度和感知到的教师期望之间的相互关系.
- 研究这些因素对数学成绩的影响.
- 探索这些动态中的种族和社会经济地位差异.
主要方法:
- 一项三波纵向研究 (2016-2018) 涉及1749名美国学生 (平均年龄13.83岁).
- 收集有关数学参与度,教师预期和数学成绩的数据.
- 统计分析以检查预测关系和群体差异.
主要成果:
- 数学参与度和感知到的教师期望都积极预测了数学成绩.
- 数学参与度预测了在接下来的一年中,教师的感知期望更高.
- 这种预测效应在白人和高SES学生中比黑人和低SES学生更明显.
结论:
- 学生的参与在塑造教师的看法方面发挥着重要作用.
- 在教育经验和学生-教师动态中存在着持续的种族和社会经济差异.
- 调查结果强调了培养学生主动性和解决系统性不平等问题的重要性.
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