师生关系与学校投入的关系:性别差异的调查

IF 3.6 2区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychology Pub Date : 2023-06-27 DOI:10.1080/01443410.2023.2225816

Donghyun Kang, Laura M. Stough, Myeongsun Yoon, Jeffrey Liew

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引用次数: 0

摘要

摘要本研究运用多群体结构方程模型(MGSEM)研究了小学生师生关系与三种学校投入(行为投入、情感投入和认知投入)之间关联的性别差异。对于男孩和女孩来说，消极的师生关系(即冲突)比积极的师生关系(即亲密)与他们的学校投入有更强的关联。然而，发现了几个显著的性别差异。具体来说，冲突与女孩的情感投入的关系比与男孩的情感投入的关系更强。女生的认知投入与师生关系无显著相关，而男生的认知投入与亲密关系和冲突关系均有关联。讨论了理论和实践意义。

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The association between teacher–student relationships and school engagement: an investigation of gender differences

Abstract This study examined gender differences in the associations among teacher–student relationships and three types of school engagement (i.e. behavioural engagement, emotional engagement, and cognitive engagement) among elementary students by using Multi-Group Structural Equation Modelling (MGSEM). For both boys and girls, negative teacher–student relationships (i.e. Conflict) had a stronger association with their school engagement than did positive teacher–student relationships (i.e. Closeness). However, several salient gender discrepancies were found. Specifically, Conflict had a stronger relation with girls’ emotional engagement than it did with boys’ emotional engagement. Girls’ cognitive engagement had no significant association with their teacher–student relationship, while boys’ cognitive engagement was predicted by both Closeness and Conflict. Theoretical and practical implications were discussed.

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来源期刊

Educational Psychology Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.