{"title":"超越学术：瑞典学校教学实践与学生成绩和心理健康投诉之间的联系","authors":"Cristian Bortes , Joanna Giota","doi":"10.1016/j.learninstruc.2024.101937","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Despite extensive research on the relationship between teaching practices and learning outcomes, limited attention has been given to their potential links with students’ mental health.</p></div><div><h3>Aims</h3><p>This study investigates the relationships between three teaching practice types – teacher-centered, student-centered, and student-dominated – and both student mental health complaints and academic achievement. It furthers explores variations in these associations based on students’ socioeconomic status (SES).</p></div><div><h3>Sample</h3><p>The analysis includes 4573 grade 9 students (aged 15–16 years) in the Swedish comprehensive school system.</p></div><div><h3>Methods</h3><p>Employing structural equation modelling techniques, we analyze a dataset comprising students’ cognitive test scores, their perceptions of classroom processes, self-reported mental health complaints, as well as register data on teacher-assigned grades and parental education.</p></div><div><h3>Results</h3><p>Teacher-centered practices are positively associated with academic achievements but lack robust links with mental health complaints. Conversely, student-centered practices are positively associated with academic achievements and correlate with lower mental health complaint frequencies. However, student-dominated practices demonstrate poor relationships with both mental health and academic achievements. Limited variations based on students’ social background reveal only two differing associations between low and high SES students: teacher-centered teaching shows stronger academic achievement associations for low SES students, while student-dominated teaching is more adversely linked to low SES students' mental health.</p></div><div><h3>Conclusions</h3><p>The results affirm the benefits of both teacher- and student-centered teaching practices for academic achievement while cautioning against excessive self-directed teaching. Importantly, the study highlights the role of instructional approaches in shaping not only academic outcomes but also students’ mental health.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7000,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000641/pdfft?md5=339999bc7bc28925589f749c58d64352&pid=1-s2.0-S0959475224000641-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Beyond academics: Links from teaching practices in Swedish schools to students’ achievements and mental health complaints\",\"authors\":\"Cristian Bortes , Joanna Giota\",\"doi\":\"10.1016/j.learninstruc.2024.101937\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>Despite extensive research on the relationship between teaching practices and learning outcomes, limited attention has been given to their potential links with students’ mental health.</p></div><div><h3>Aims</h3><p>This study investigates the relationships between three teaching practice types – teacher-centered, student-centered, and student-dominated – and both student mental health complaints and academic achievement. It furthers explores variations in these associations based on students’ socioeconomic status (SES).</p></div><div><h3>Sample</h3><p>The analysis includes 4573 grade 9 students (aged 15–16 years) in the Swedish comprehensive school system.</p></div><div><h3>Methods</h3><p>Employing structural equation modelling techniques, we analyze a dataset comprising students’ cognitive test scores, their perceptions of classroom processes, self-reported mental health complaints, as well as register data on teacher-assigned grades and parental education.</p></div><div><h3>Results</h3><p>Teacher-centered practices are positively associated with academic achievements but lack robust links with mental health complaints. Conversely, student-centered practices are positively associated with academic achievements and correlate with lower mental health complaint frequencies. However, student-dominated practices demonstrate poor relationships with both mental health and academic achievements. Limited variations based on students’ social background reveal only two differing associations between low and high SES students: teacher-centered teaching shows stronger academic achievement associations for low SES students, while student-dominated teaching is more adversely linked to low SES students' mental health.</p></div><div><h3>Conclusions</h3><p>The results affirm the benefits of both teacher- and student-centered teaching practices for academic achievement while cautioning against excessive self-directed teaching. Importantly, the study highlights the role of instructional approaches in shaping not only academic outcomes but also students’ mental health.</p></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2024-05-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S0959475224000641/pdfft?md5=339999bc7bc28925589f749c58d64352&pid=1-s2.0-S0959475224000641-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475224000641\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224000641","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Beyond academics: Links from teaching practices in Swedish schools to students’ achievements and mental health complaints
Background
Despite extensive research on the relationship between teaching practices and learning outcomes, limited attention has been given to their potential links with students’ mental health.
Aims
This study investigates the relationships between three teaching practice types – teacher-centered, student-centered, and student-dominated – and both student mental health complaints and academic achievement. It furthers explores variations in these associations based on students’ socioeconomic status (SES).
Sample
The analysis includes 4573 grade 9 students (aged 15–16 years) in the Swedish comprehensive school system.
Methods
Employing structural equation modelling techniques, we analyze a dataset comprising students’ cognitive test scores, their perceptions of classroom processes, self-reported mental health complaints, as well as register data on teacher-assigned grades and parental education.
Results
Teacher-centered practices are positively associated with academic achievements but lack robust links with mental health complaints. Conversely, student-centered practices are positively associated with academic achievements and correlate with lower mental health complaint frequencies. However, student-dominated practices demonstrate poor relationships with both mental health and academic achievements. Limited variations based on students’ social background reveal only two differing associations between low and high SES students: teacher-centered teaching shows stronger academic achievement associations for low SES students, while student-dominated teaching is more adversely linked to low SES students' mental health.
Conclusions
The results affirm the benefits of both teacher- and student-centered teaching practices for academic achievement while cautioning against excessive self-directed teaching. Importantly, the study highlights the role of instructional approaches in shaping not only academic outcomes but also students’ mental health.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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