摘要
学校氛围是学校中被成员所体验并对其行为产生影响的、相对持久而稳定的学校环境特征。它以成员的共同行为感知为基础,对学校和学生的发展具有重要作用。以PISA2003测试的数据为基础,采用多水平线性模型,考察了中国香港、日本、美国和土耳其的15岁学生及其所在学校的校长知觉的学校氛围对学生数学成绩的影响。结果显示:(1)学生知觉的师生关系、数学课堂秩序,校长知觉的学生士气、学校消极行为对数学成绩的显著预测作用具有较高的跨文化一致性;(2)数学课堂上的教师支持、教师负面状态、数学教师间的共识能显著预测部分国家/地区的学生数学成绩;(3)学生知觉的对学校的看法、校长知觉的教师士气对四个国家/地区的学生数学成绩均无显著预测作用。
School climate is defined as the relatively lasting and stable feature of the school environment,experienced by its members,and making difference to their behavior.Based on the common perception of its members,school climate plays an important role in the school＇s development and student＇s improvement.In this study,Hierarchical Linear Model（HLM） was employed to analyze the effects of students and their principals＇ perception of school climate on students＇ mathematical achievement,with data from Hong Kong China,Japan,the United States and Turkey in the Program for International Students Assessment（PISA） 2003.The results indicated that：15-year-old student-perceived teacher-student relationship,mathematics classroom discipline;principal-perceived student morale,students＇ behavior had similar effects on students＇ mathematical achievement across different countries/regions,teacher support in mathematics classroom,teachers＇ behavior,and consensus among mathematics teachers significantly affected students＇ mathematical achievement in some countries.But students＇ attitude towards school and principal-perceived teacher morale had no effect on the mathematical achievement.
出处
《心理发展与教育》
CSSCI
北大核心
2011年第6期625-632,共8页
Psychological Development and Education
基金
全国教育科学"十二五规划"教育部重点课题(DBA110184)
关键词
学校氛围
数学成绩
多水平线性模型
PISA
school climate
mathematical achievement
Hierarchical Linear Model
PISA
