学校和课堂气氛与学业成就的关系:一项元分析

IF 1.7 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Cahit Erdem, Metin Kaya
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引用次数: 0

摘要

本研究报告了两个独立的元分析(a)课堂气氛与学业成绩之间的关系;(b)学校氛围和学业成绩。这些分析是基于2000年至2020年间发表的K-12水平的现有相关研究。根据各种调节变量分析了两者之间的关系。第一个数据集包括53项关于课堂气氛和学业成就的研究,第二个数据集包括37项关于学校气氛和学业成就的研究。meta分析采用随机效应模型。计算每个研究的费雪效应量。采用Egger’s线性回归法和Duval and Tweedie’s trim and fill法检验发表偏倚。我们使用q检验进行适度分析,使用i2检验进行异质性分析。结果表明,课堂气氛与学业成就关系的平均效应量较小,而学校气氛与学业成就关系的平均效应量为中等。课堂气氛的效应量仅在学术领域调节变量方面存在显著差异,而学校气氛的效应量在学校区域、报告类型和分析单位方面存在显著差异。本荟萃分析研究证实,学校气氛和课堂气氛对学业成绩有显著的相关性,本研究的数据集揭示了更大程度的关系有利于学校气氛(尽管本研究不意味着比较)。这项研究表明,政策制定者和实践者应该努力促进良好的学校气候,同时保持对课堂气候组成部分的重视,因为这两种类型的气候是交织在一起的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The relationship between school and classroom climate, and academic achievement: A meta-analysis
This study reports two independent meta-analyses on the relationship between (a) classroom climate and academic achievement; and (b) school climate and academic achievement. The analyses were based on extant correlational research studies at the K-12 level that were published between 2000 and 2020. The relationships were analyzed in terms of various moderator variables. The first dataset included 53 research studies focusing on classroom climate and academic achievement, and the second dataset included 37 research studies on school climate and academic achievement. The meta-analyses were carried out with a random effects model. Fisher's effect size was calculated for each study. Publication bias was tested with Egger's linear regression method and Duval and Tweedie's trim and fill method. We used the Q-test for moderation analyses and I 2 test for heterogeneity analyses. The results revealed that the mean effect size for the relationship between classroom climate and academic achievement was small, while it was medium for the relationship between school climate and academic achievement. The effect sizes regarding classroom climate differed significantly only in terms of the academic area moderator variable, and the effect sizes regarding school climate differed in terms of school area, report type, and unit of analysis. This meta-analysis study confirmed that school climate and classroom climate are significant correlates of academic achievement, and the dataset in this study revealed a greater magnitude of relationship in favor of school climate (although a comparison is not meant in this study). This study suggests that policymakers and practitioners should invest their efforts in promoting sound school climates while maintaining an emphasis on classroom climate components, as the two types of climates are intertwined.
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来源期刊
School Psychology International
School Psychology International PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.90
自引率
8.70%
发文量
40
期刊介绍: The official publication of the ISPA. School Psychology International highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. The Journal publishes a wide range of original empirical research, cross-cultural replications of promising procedures and descriptions of technology transfer
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