摘要
采用中国教育追踪调查(CEPS)2014-2015学年追访调查数据,探讨了教师支持对流动儿童学校适应的影响及内在中介机制。研究发现:流动儿童学校适应显著低于城市本地儿童;教师支持显著正向影响流动儿童的自我教育期望、心理健康状况及学校适应;自我教育期望、心理健康状况在教师支持和流动儿童学校适应之间发挥部分中介作用;教师支持的三个维度对流动儿童学校适应的影响机制存在差异,教师学业支持通过自我教育期望影响学校适应,教师情绪支持通过心理健康状况影响学校适应,教师关系支持则通过自我教育期望和心理健康状况共同影响学校适应。
Using data from 2014-2015 China Education Panel Survey,the current study focused on the role of teachers’support on school adaptation of Chinese migrant children,as well as the processes and mechanisms.The analyses revealed that:(1)the school adaptation of migrant children was significantly lower than that of urban local children;(2)teachers’support and its three sub-dimensions had positive effects on self-educational expectations,mental health and school adaptation;(3)self-educational expectations and mental health played an intermediate role between teachers’support and school adaptation of migrant children;(4)the three dimensions of teachers’support had different influence mechanisms on school adaptation of migrant children;(5)teachers’academic support influenced school adaptation through self-educational expectations,teachers’emotional support influenced school adaptation through mental health,and teachers’relationship support influenced school adaptation through self-educational expectations and mental health.
作者
杨奎臣
贾爱宾
郭西
Kuichen Yang;Aibin Jia;Xi Guo(School of Social and Behavioral Science,Nanjing University,Nanjing 210023;MSW Education Centre,Qingdao University of Technology,Qingdao 266520;Beijing Administration Institute,Beijing 100044)
出处
《教育与经济》
CSSCI
北大核心
2020年第1期77-86,共10页
Education & Economy
基金
山东省高校科研计划项目“农业转移人口市民化进程中的文化融入研究”(J18RA012)
山东省青少年研究规划课题“流动青少年的心理融入程度及其社会心理服务体系构建研究”(SDYSB180356)
山东省青少年研究规划课题“流动儿童社会融入与社会支持体系建构研究”(SDYSA160203)
关键词
流动儿童
学校适应
教师支持
自我教育期望
心理健康状况
migrant children
school adaptation
teachers’support
self-educational expectations
mental health
