教师共情对学生学业成绩的促进:基于动画叙述模拟测量的多层线性分析

发布时间：2018-04-27 00:20

本文选题：教师共情 + 学业成绩　；参考：《心理发展与教育》2015年06期

【摘要】：以往研究认为教师共情能促进学生的社交能力和情绪的发展,但教师共情能否促进学生学业成绩呢?以往研究存在较多的分歧。本研究为进一步考察教师共情对学生学业成绩的作用,开发和运用针对教师职业特殊性的ANVs共情测量工具,采用准实验的方式,运用共情培训对20位实验组教师进行干预(另外20位教师作为控制组),同时收集相应实验组803名学生、控制组852名学生的期中、期末成绩,并采用多层线性的方式控制无关变量,关注学生原有成绩的影响,从而检验教师共情与学生学业成绩的关系。结果表明:(1)教师共情能力的提高能够促进学生学业成绩的提高;(2)在教师共情对学生学业成绩的促进作用中,学生原有成绩起到调节作用。
[Abstract]:Previous studies have suggested that teacher empathy can promote students' social ability and emotional development, but can teacher empathy promote students' academic achievement? There are many differences in previous studies. In order to further investigate the effect of teacher empathy on students' academic achievement, this study develops and applies the ANVs empathy measurement tool, which is aimed at the professional particularity of teachers, and adopts the quasi-experimental method. Using empathy training to intervene 20 teachers in the experimental group (the other 20 teachers as the control group, and collect the midterm and final grades of 803 students in the corresponding experimental group and 852 students in the control group, respectively), In order to test the relationship between teachers' empathy and students' academic achievement, the independent variables are controlled in a multi-level linear way, and the influence of students' original achievement is concerned. The results show that the improvement of teachers' empathy ability can promote the improvement of students' academic achievement.
【作者单位】：浙江师范大学心理研究所;北京师范大学发展心理研究所;浙江省联合应用心理科学研究院;
【基金】：国家社科基金教育学国家青年项目(CBA120107) 教育部人文社会科学重点研究基地重大项目(12JJD190002)
【分类号】：G442

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