中国的师生关系与学业成就：来自三级荟萃分析的证据

IF 1.7 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

School Psychology International Pub Date : 2022-09-07 DOI:10.1177/01430343221122453

H. Lei, Xijing Wang, M. Chiu, Mingfeng Du, Tongwei Xie

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引用次数: 4

摘要

过去关于师生关系（TSR）与学生学业成绩（SAA）之间关系的研究结果喜忧参半，因此本研究确定了TSR与SAA之间的总体联系及其调节因素。这项对233961名学生的74项实证研究中90个独立效应大小的三级荟萃分析显示，在中国，TSR和SAA之间存在总体正相关（r = .259，95%CI = [227；.290]）。这种关系在以下地区更高：（a）中国中部地区（.305）高于东部地区（.238）或西部地区（.166）；（b）高中（.345），其次是初中（.251），然后是小学（.221）；（c）英语（.302），其次是数学（.272）、语文（.269）和科学（.202）；和（d）女性（B = .507）。这些结果表明了改善师生关系在政策和实践中的价值。

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Teacher-student relationship and academic achievement in China: Evidence from a three-level meta-analysis

Past studies of the relation between teacher-student relationship (TSR) and students’ academic achievement (SAA) yielded mixed results, so this study determined the overall link between TSR and SAA, along with their moderators. This three-level meta-analysis of 90 independent effect sizes in 74 empirical studies of 233,961 students showed an overall positive link between TSR and SAA in China (r = .259, 95% CI = [.227; .290]). This relationship was higher in: (a) China's central region (.305) than its eastern (.238) or western regions (.166); (b) senior high school (.345), followed by junior high school (.251), then primary school (.221); (c) English (.302), followed by math (.272), Chinese (.269), and science (.202); and (d) females (B = .507) than males. These results suggest the value of improving teacher-student relationships in policies and practices.

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来源期刊

School Psychology International PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.90

自引率

8.70%

发文量

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