家校合作：亲师互动对学生学习品质与心理健康的影响

发布时间：2018-04-19 11:47

本文选题：亲师互动 + 维度　；参考：《北京师范大学》2007年博士论文

【摘要】： 教师、家长是学生成长中的重要他人,教师与家长关系的存在是以学生为纽带的,因此,发生在家长与教师相互之间的社会行为对正在成长的学生必然会产生影响作用。本研究以712名家长(其中实验班和控制班各61名)、347名教师、522名初中学生为研究对象,运用访谈法、问卷法和干预法,研究分析以下问题:(1)探讨我国初中阶段亲师互动结构维度,并编制亲师互动评价问卷(家长版和教师版);(2)全面考察目前亲师互动基本现状;(3)考察亲师互动三维度变量分别对学生心理健康和学习品质的影响作用;(4)考察通过亲师互动训练对学生心理健康和学习品质的影响效果。基于上述研究目的,采用验证性因素分析、探索性因素分析、方差分析、相关分析的差异性检验、多层协方差结构模型等多种适合的统计分析。主要得到以下结论:1本研究中自编的《亲师互动评价问卷》家长版和教师版都由三个维度,即认知互动、情感互动和策略互动组成。该问卷具有较好的信度和效度,可在我国大中城市中学使用。2初中学校家长和教师的亲师互动整体上处于中等水平,其中教师水平略高于家长。亲师互动在认知互动维度上存在性别差异,女性好于男性,而在情感互动和策略互动两维度上没有显著差异;父母文化程度会影响亲师互动的质量,文化程度越高,亲师互动水平越高。3家长亲师互动认知和情感因素对学生心理健康都有直接影响。在学习品质方面,除学习内归因受认知因素直接影响外,认知和情感因素都对学习兴趣和学习外归因有直接影响作用。家长亲师认知和情感因素通过心理健康对学生学习兴趣和学习情绪有间接影响作用(除情感因素对学习外归因影响外)。但是,家长亲师互动策略因素对学生的心理健康和学习品质既没有直接影响,又无间接影响。4教师亲师互动认知、情感和策略因素对学生心理健康都有显著的直接影响,在学习品质方面,亲师互动认知因素直接对学习兴趣、学习情绪、学习外归因和内归因有显著影响;亲师互动情感因素直接对学习兴趣、学习信心、学习情绪和学习外归因有显著影响;亲师互动策略因素直接对学习信心、学习外归因有显著影响;亲师互动认知因素通过心理健康对学习兴趣、学习情绪有间接影响;亲师互动情感和策略因素通过心理健康对学习兴趣、学习情绪和学习外归因有间接的作用。5本研究中设计的《亲师互动训练方案》对于提高亲师互动中家长的认知互动、情感互动和策略互动能力有明显的促进作用。训练后,实验班和控制班的家长在各项评价内容上出现显著差异,实验班的认知互动、情感互动和策略互动都显著好于控制班;与控制班学生相比,实验班学生心理健康中的情绪性、社会适应和躯体性均显著高于控制班;实验班学生学习品质中的学习情绪、学习兴趣、学习内归因均显著高于控制班;实验班学生对教师评价中的“师生关系”好于控制班;实验班学生对家长评价中的亲子关系和教养方式好于控制班;对教师和家长在训练过程中所做的训练感受记录的质化分析也证实了上述结论。本研究还提出了一些有待进一步研究的问题。
[Abstract]:Teachers, parents are important people in the growth of students, and the relationship between teachers and parents is the bond of students. Therefore, the social behavior between parents and teachers is bound to have an impact on the growing students. This study takes 712 parents (including 61 experimental classes and control classes), 347 teachers and 522 junior high schools. Students, using interview method, questionnaire method and intervention method, study and analyze the following questions: (1) discuss the interaction structure dimension of parents and teachers in junior middle school, and compile the questionnaire of parental teacher interaction (parent version and teacher's Edition); (2) examine the present situation of the interaction basis of parents and teachers in an all-round way; (3) examine the psychology of students' interaction of three dimensions to students' psychology, respectively. The influence of health and learning quality; (4) to investigate the effect of parent teacher interaction training on students' mental health and learning quality.
Based on the above research purposes, we use confirmatory factor analysis, exploratory factor analysis, variance analysis, correlation analysis difference test, multi-layer covariance structure model and other suitable statistical analysis. The main results are as follows: 1 the self compiled "parental Teacher Interaction Evaluation Questionnaire > parent version" and "Teacher Edition" in this study are three dimensions, namely cognition The questionnaire has good reliability and validity, and it can be used in the Middle School of.2 junior high school parents and teachers in middle school in China. The level of teachers is slightly higher than that of parents. There is no significant difference between the two dimensions of emotional interaction and strategic interaction. Parents' educational level will affect the quality of the interaction between parents and teachers, the higher the level of culture, the higher the level of interaction between parents and teachers. The interaction cognition and emotional factors of parents and teachers have direct influence on the mental health of the.3 parents. In learning quality, the learning quality is directly attributable to cognitive factors. Both cognitive and emotional factors have a direct impact on learning interest and learning attribution. Parental teachers' cognitive and emotional factors have indirect effects on students' learning interest and learning emotion through mental health (except the influence of affective factors on learning attribution). The health and learning quality has neither direct impact nor influence on the interaction cognition of teachers and teachers of.4 teachers. Emotional and strategic factors have a significant direct impact on students' mental health. In terms of learning quality, the interaction cognitive factors of teachers and teachers have a significant impact on learning interest, learning emotion, learning attribution and internal attribution. The affective factors have a significant impact on learning interest, learning confidence, learning emotion and learning attribution, and the interaction strategy factors have a significant impact on learning confidence and learning attribution. Health has an indirect effect on learning interest, learning emotion and learning attribution..5 "parental teacher interaction training program" designed in this study has a significant effect on improving parents' cognitive interaction, emotional interaction and strategic interaction in the interaction of parents. After training, parents of the experimental class and control class appear on various evaluation contents. The cognitive interaction, emotional interaction and strategic interaction in the experimental class were significantly better than the control class. Compared with the control class, the emotional, social adaptation and physical nature of the experimental class students were significantly higher than those in the control class, and the learning emotion, learning interest and internal attribution in the learning quality of the experimental class were significantly higher than those in the control class. The "teacher-student relationship" in the teacher evaluation of the experimental class was better than that in the control class. The parents and children's relationship and the way of parenting in the experimental class were better than the control class. The qualitative analysis of the training experience recorded by teachers and parents in the training process also confirmed the above conclusions.
This study also raises some questions to be further studied.

【学位授予单位】：北京师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G459

【参考文献】