研究通过分层抽样的方式选取6534名小学生作为研究对象,探讨行为参与和社会情感能力在师生关系与数学成绩之间的作用,并根据学生不同的同伴接纳类型进行多群组结构方程模型分析。研究发现：（1）行为参与和社会情感能力在师生关系与学生数学成绩间起中介作用,且“行为参与-社会情感能力”发挥链式中介作用;（2）不同同伴接纳类型学生的行为参与和社会情感能力在师生关系与数学成绩之间的作用并不相同。被忽视和有争议学生的师生关系无法直接预测数学成绩,受欢迎、被拒绝和被忽视学生的行为参与无法直接影响其数学成绩,有争议组学生中社会情感能力无法直接影响其数学成绩。本研究解释了师生关系对数学成绩的影响机制,并进一步细化了不同同伴接纳类型学生在其中的差异表现。
Abstract
The association between teacher-student relationship and academic development of students has always been the focus of research. In this study, students' behavioral engagement and social emotional competence were introduced as two mediating variables in the relationship between the teacher-student relationship and mathematics achievement. This study further examined the chain mediating effect of “behavioral engagement - social emotional competence”. Besides, peer acceptance, the group's attitude towards individuals, is an important manifestation of the student's peer relationship. Students of different peer acceptance types may have different performances in teacher-student relationship, behavioral participation, social emotional competence, and academic performance.
The purpose of this study is to explore the roles of behavioral engagement and social emotional competence in the relation between teacher-student relationship and mathematics achievement. On this basis, the multigroup structural equation model analysis is carried out according to the different types of peer acceptance of students. We enrolled 6, 534 primary school students in western China, of which 3354 were male and 3043 were female, with an average age of 11.4. This research used the Chinese version of Delaware Social-Emotional Competency Scale, and the School Engagement Test Scale compiled by Fredricks to test students' social emotional competence and behavioral engagement. Select questions from PISA 2018 to measure the mathematics teacher-student relationship. Mathematics tests are jointly prepared by mathematics teachers and mathematics education measurement researchers in accordance with the "Mathematics Curriculum Standards for Compulsory Education", including 35 multiple-choice questions in four content areas. A standardized peer-nomination procedure was used to collect information on children's peer acceptance types. We used SPSS 25.0 and Mplus 8.0 to analyze the data, the non-parametric percentile Bootstrap method to repeatedly sample 1000 times to test the mediation, and the multiple structural equation models to test path differences.
The results found that: (1) Teacher-student relationship could indirectly predict mathematics achievement by the mediating roles of behavioral engagement (β =. 027, 95%CI=[. 012, . 042], p <. 001) and social emotional competence (β =. 047, 95%CI=[. 036, . 059], p <. 001), and it could also influence mathematics achievement by the chain mediating role of “behavioral engagement - social emotional competence” (β =. 044, 95%CI=[. 034, . 054], p <. 001). (2) For students with different types of peer acceptance, behavioral engagement, and social emotional competence played different roles in the association between teacher-student relationship and mathematics achievement. The teacher-student relationship of neglected and controversial students cannot directly predict math scores. Behavioral engagement in popular, rejected, and neglected students cannot directly affect students' math scores, while in the controversial group of students, social emotional competence cannot affect students' math scores.
Conclusions contributed important evidence to improve behavioral engagement and social emotional competence of students. At the same time, the differences in the paths of students with different peer acceptance types also remind us that we should pay more attention to students who are disadvantaged in peer interaction, and help them better promote personal development and academic improvement.
关键词
社会情感能力 /
同伴接纳 /
师生关系 /
行为参与 /
数学成绩 /
多组比较
Key words
socio-emotional competency /
peer acceptance /
teacher-student relationship /
behavioral engagement /
mathematics achievement /
Multi-group comparison
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
参考文献
[1] 庞丽娟. (1993). 幼儿不同交往类型的心理特征的比较研究. 心理学报, 25(3), 306-313.
[2] 杨彩霞. (2003). 被忽视与矛盾型幼儿社会技能训练的实验研究. 学前教育研究, 3, 41-43.
[3] 张森, 毛亚庆. (2020). 校长关心型领导对教师社会情感信念的影响: 学校氛围的中介作用. 现代教育管理, 5, 79-86.
[4] 周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展, 12(6), 942-950.
[5] 周文叶, 边国霞, 文艺. (2020). 师生关系对学生学业成绩的影响——基于师生关系与学业成绩关系的实证研究综述. 外国教育研究, 47(9), 18-34.
[6] 朱新鑫. (2016). 特拉华社会情绪能力量表中文版的信效度研究 (硕士学位论文). 湖南师范大学, 长沙.
[7] Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101(4), 568-586.
[8] Bukowski, W. M., & Adams, R. (2005). Peer relationships and psychopathology: Markers, moderators, mediators, mechanisms, and meanings. Journal of Clinical Child and Adolescent Psychology, 34(1), 3-10.
[9] Burchinal M., Foster T. J., Bezdek K. G., Bratsch-Hines M., Blair C., Vernon-Feagans L., & the Family Life Project Investigators. (2020). School-entry skills predicting school-age academic and social-emotional trajectories. Early Childhood Research Quarterly, 51, 67-80.
[10] CASEL. (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Mid-Atlantic Regional Educational Laboratory for Student Success, 1, 2-59.
[11] Coie J. D., Dodge K. A., & Coppotelli H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18(4), 557-570.
[12] Comellas, M. J. (2013). The daily climate in the classroom. Relational context of socialization. European Journal of Investigation in Health, Psychology and Education, 3(3), 289-300.
[13] Domitrovich C. E., Durlak J. A., Staley K. C., & Weissberg R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408-416.
[14] Drugli, M. B. (2013). How are closeness and conflict in student-teacher relationships associated with demographic factors, school functioning and mental health in Norwegian schoolchildren aged 6-13? Scandinavian Journal of Educational Research, 57(2), 217-225.
[15] Efklides, A., & Volet, S. (2005). Emotional experiences during learning: Multiple, situated and dynamic. Learning and Instruction, 15(5), 377-380.
[16] Engels M. C., Colpin H., van Leeuwen K., Bijttebier P., van den Noortgate W., Claes S., & Verschueren K. (2017). School engagement trajectories in adolescence: The role of peer likeability and popularity. Journal of School Psychology, 64, 61-75.
[17] Fredricks J. A., Blumenfeld P. C., & Paris A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
[18] Fredricks J. A., Blumenfeld P., Friedel J., & Paris A. (2005). School engagement. In K. A. Moore & L. H. Lippman (Eds.), What do children need to flourish?(pp. 305-321). Springer.
[19] Gorman A. H., Kim J., & Schimmelbusch A. (2002). The attributes adolescents associate with peer popularity and teacher preference. Journal of School Psychology, 40(2), 143-165.
[20] Gunter L., Caldarella P., Korth B. B., & Young K. R. (2012). Promoting social and emotional learning in preschool students: A study of Strong Start Pre-K. Early Childhood Education Journal, 40(3), 151-159.
[21] Hatzichristou, C., & Hopf, D. (1996). A multiperspective comparison of peer sociometric status groups in childhood and adolescence. Child Development, 67(3), 1085-1102.
[22] Hughes, J. N., & Im, M. H. (2016). Teacher-student relationship and peer disliking and liking across grades 1-4. Child Development, 87(2), 593-611.
[23] Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies and commentaries. Social Policy Report, 26(4), 1-33.
[24] Ladd, G. W., & Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children's achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101(1), 190-206.
[25] Longobardi C., Prino L. E., Marengo D., & Settanni M. (2016). Student-teacher relationships as a protective factor for school adjustment during the transition from middle to high school. Frontiers in Psychology, 7, Article 1988.
[26] McKinnon, R. D., & Blair, C. (2019). Bidirectional relations among executive function, teacher-child relationships, and early reading and math achievement: A cross-lagged panel analysis. Early Childhood Research Quarterly, 46, 152-165.
[27] Noddings, N. (2006). Educational leaders as caring teachers. School Leadership and Management, 26(4), 339-345.
[28] Osher D., Kidron Y., Brackett M., Dymnicki A., Jones S., & Weissberg R. P. (2016). Advancing the science and practice of social and emotional learning: Looking back and moving forward. Review of Research in Education, 40(1), 644-681.
[29] Paro K. M. L., Pianta R. C., & Stuhlman M. (2004). The classroom assessment scoring system: Findings from the prekindergarten year. Elementary School Journal, 104(5), 409-426.
[30] Pianta R. C., Steinberg M. S., & Rollins K. B. (1995). The first two years of school: Teacher-child relationships and deflections in children' s classroom adjustment. Development and Psychopathology, 7(2), 295-312.
[31] Poulou, M. S. (2017). An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties. International Journal of School and Educational Psychology, 5(2), 126-136.
[32] Prino L. E., Pasta T., Gastaldi F. G. M., & Longobardi C. (2016). The effect of autism spectrum disorders, down syndrome, specific learning disorders and hyperactivity and attention deficits on the student-teacher relationship. Electronic Journal of Research in Educational Psychology, 14(1), 89-106.
[33] Quin, D. (2017). Longitudinal and contextual associations between teacher-student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345-387.
[34] Reschly, A. L., & Christenson, S. L. (2012). Moving from "context matters" to engaged partnerships with families. Journal of Educational and Psychological Consultation, 22(1-2), 62-78.
[35] Roorda D. L., Jak S., Zee M., Oort F. J., & Koomen, H. M. Y. (2017). Affective teacher-student relationships and students' engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School Psychology Review, 46(3), 239-261.
[36] Stroet K., Opdenakker M. C., & Minnaert A. (2013). Effects of need supportive teaching on early adolescents' motivation and engagement: A review of the literature. Educational Research Review, 9, 65-87.
[37] Wentzel, K. R., & Asher, S. R. (1995). The academic lives of neglected, rejected, popular, and controversial children. Child Development, 66(3), 754-763.
基金
*本研究得到北京市教育科学“十四五”规划2021年度延续课题(BEFA21068)的资助
PDF(971 KB)
