摘要
基于PISA2018中国四省数据,利用多层线性模型分析比较了男女学生社会情感感知对其阅读成绩的影响。结果显示:在仅考虑外部情感支持的情况下,父母情感支持和教师阅读激励均对学生阅读成绩呈极显著的正向影响,同伴合作感知仅对男生阅读成绩呈显著的负向影响。在控制学生阅读兴趣的情况下,父母情感支持和教师阅读激励的影响均减弱,相对而言,前者对男生的影响更显著,后者对女生的影响更显著,同伴合作感知对男女生阅读成绩均呈显著的负向影响。家长和教师应重视对学生的情感支持,并引导学生提高同伴合作的质量。
Based on PISA2018 data from four provinces of China,this study used a multi-layer linear model to analyze and compare the influence of male and female students′social affective perception on their reading performance.The results showed that when only external emotional support was considered,both parents′emotional support and teachers′reading stimulation had a significant positive effect on students′reading performance,while peer cooperation perception only had a significant negative effect on boys′reading performance.In the case that students′interest in reading is controlled,the influence of parents′emotional support and teachers′reading stimulation is weakened.Comparatively speaking,the former has a more significant influence on boys,while the latter has a more significant influence on girls.Peer cooperation perception has a significant negative influence on both boys′and girls′reading performance.Parents and teachers should attach importance to emotional support for students and guide students to improve the quality of peer cooperation.
作者
王伊凡
王哲
WANG Yi-fan;WANG Zhe(Institute of Curriculum and Instruction,East China Normal University,Shanghai 200062,China)
出处
《教学研究》
2022年第2期58-64,共7页
Research in Teaching
基金
国家社会科学基金“十三五”规划2020年度教育学一般课题(BHA200155)。
关键词
社会情感
父母情感支持
教师激励
同伴关系
阅读成绩
social affective
parents’emotional support
teachers’stimulation
peer relationship
reading achievement
