不同文化背景下师生关系对中学生学业成绩的影响差异——基于PISA2012中国上海和美国学生数据的经验研究

发布时间：2019-04-19 07:52

【摘要】：基于PISA2012年数据,分析在中美不同文化背景下,不同特征群体师生关系的差异性,以及改善师生关系对不同特征学生群体成绩影响的异质性。研究结果表明:1.美国和中国上海不同性别、不同家庭社会经济文化地位(ESCS)的中学生的师生关系均存在显著差异。2.无论是美国还是中国上海,师生关系对学生的数学成绩均有显著的正向预测作用,即师生关系越和谐越亲密,学生的数学成绩越优秀;美国中学生从改善师生关系中获得的数学成绩收益高于中国上海中学生。3.改善师生关系对美国不同性别、不同ESCS学生群体成绩的影响效应没有显著差异,对中国上海不同ESCS学生群体成绩的影响效应也没有显著差异,但对中国上海不同性别的中学生影响效应有显著不同,男生从改善师生关系中的成绩获益更大。
[Abstract]:Based on PISA 2012 data, this paper analyzes the differences of teacher-student relationship between different characteristic groups in different cultural backgrounds between China and the United States, and the heterogeneity of the influence of improving teacher-student relationship on the scores of students with different characteristics. The results show that: 1. There are significant differences in the teacher-student relationship between the middle school students in the United States and Shanghai, China, in terms of gender and family socio-economic and cultural status in (ESCS). Both in the United States and Shanghai, the relationship between teachers and students has a significant positive predictive effect on students' mathematical achievement, that is, the more harmonious the relationship between teachers and students is, the better the students' mathematical performance is; American middle school students gain more from improving the relationship between teachers and students than Shanghai middle school students in China. 3. There is no significant difference in the effect of improving the relationship between teachers and students on the scores of different gender and different ESCS students in the United States, and on the scores of different ESCS students in Shanghai, China, and there is no significant difference in the effects of improving the relationship between teachers and students. However, there are significant differences in the influence effects on middle school students of different sexes in Shanghai, China. Boys benefit more from improving the relationship between teachers and students.
【作者单位】：香港中文大学教育学院教育行政与政策学系;北京师范大学教育学部/首都教育经济研究院;
【基金】：北京师范大学“2011计划”项目“影响学生发展的相关因素测评工具研发”(370331321)
【分类号】：G635.6

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