文化敏感性教学、师生关系和学校归属感:多元民族课堂的多信息研究

IF 2 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Francesca Ialuna , Sauro Civitillo , Philipp Jugert
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引用次数: 0

摘要

文化顺应性教学(CRT)和密切的师生关系可以促进学生的学校归属感,这对移民和难民学生可能尤为重要。然而,CRT 与师生关系和学校归属感之间的关系如何,目前的定量证据还很有限。这项多信息横断面研究探讨了师生关系与学生的学校归属感之间的关系,以及师生关系在多大程度上介导了教师的 CRT 自我效能感与学校归属感之间的关联。参与者包括 134 名小学生(44.78% 为移民和难民)和 30 名教师。教师报告的冲突与学生报告的亲密程度呈负相关。双变量相关性表明,学生报告的亲密度与学校归属感呈正相关,而教师报告的冲突与学校归属感呈负相关。然而,只有学生报告的关系能显著解释学校归属感的差异。师生关系并没有在 CRT 与学校归属感之间起到中介作用。探索性分析表明,只有在非移民学生中,教师报告的冲突与学校归属感呈负相关。在 CRT 中感觉更有效的教师在与移民和难民学生的关系中报告了更多的冲突。研究结果证实,师生关系与学生的学校归属感息息相关。此外,他们还建议教师接受 CRT 培训,以增强他们的师生关系,尤其是与移民和难民学生的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Culturally responsive teaching, teacher-student relationship and school belongingness: A multi-informant study in ethnically diverse classrooms

Culturally responsive teaching (CRT) and close teacher-student relationships can promote students' school belongingness, which might be especially important for immigrant and refugee students. Yet, there is limited quantitative evidence how CRT is related with teacher-student relationship and school belongingness. This multi-informant cross-sectional study examined how teacher-student relationship is linked with students' school belongingness, and to what extent it mediates the association between teachers' CRT self-efficacy and school belongingness. Participants were N = 134 elementary school students (44.78 % immigrant and refugee) and N = 30 teachers. Teacher-reported conflict and student-reported closeness were negatively correlated. Bivariate correlations showed that student-reported closeness was positively and teacher-reported conflict negatively related with school belongingness. However, only student-reported relationship significantly explained variance in school belongingness. Teacher-student relationship did not mediate the association between CRT and school belongingness. Exploratory analyses showed that teacher-reported conflict was negatively linked to school belongingness only among non-immigrant students. Teachers who felt more efficacious in CRT reported more conflict in the relationship with immigrant and refugee students. Findings corroborate the relevance of teacher-student relationship for students' school belongingness. Furthermore, they suggest that teachers should receive trainings in CRT in order to enhance their relationships especially with immigrant and refugee students.

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来源期刊
Learning Culture and Social Interaction
Learning Culture and Social Interaction EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
10.50%
发文量
50
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