摘要
基于2014-2015年中国教育追踪调查数据(CEPS),考察教师支持对学生非认知能力的影响及作用机制。研究发现:教师支持(学业支持、情绪支持和关系支持)对学生非认知能力有显著正向作用,即教师支持能够促进学生非认知能力发展,且这一研究结论在替换因变量、考虑到情境效应和关联效应,以及应用工具变量法缓解内生性问题后,保持足够的稳健性。进一步中介效应分析发现,教师支持通过提高学生自我教育期望促进非认知能力发展。因此,教育行政部门和学校应完善教师绩效考评体系,激励教师给予学生支持;教师应密切关注学生行为表现,与学生及其家长密切沟通,为学生提供适时引导和帮助;学生应主动与老师交流、互动,争取教师支持。
Based on the 2014-2015 China Education Panel Survey(CEPS)data,the current study examines the impact of teacher support on students’non-cognitive abilities and its mechanism.The study found that teacher support(academic support,emotional support,and relationship support)has a significant positive effect on students’non-cognitive ability,that is,teacher support can promote the development of students’non-cognitive ability.And this research conclusion maintains sufficient robustness after replacing dependent variables,taking into account the situational effect and correlation effect,and applying the instrumental variable method to alleviate the endogenous problem.Further analysis of the mediating effect found that teachers support the promotion of non-cognitive ability development by raising students’self-education expectations.The paper recommends that the education administrative departments and schools should improve the teacher performance evaluation system to encourage teachers to support students;teachers should pay close attention to student behavior,communicate closely with students and their parents,and provide timely guidance and assistance to students;students should take the initiative to communicate and interact with teachers,and strive for teachers’support.
作者
张要要
Yaoyao Zhang(School of Public Security,Nanjing Police University,Nanjing 210023)
出处
《教育与经济》
CSSCI
北大核心
2023年第3期75-85,共11页
Education & Economy
基金
江苏省高校哲学社会科学研究重大项目“国家治理视阈下公共服务绩效评估与问责实现研究”(2020SJZDA134)。
关键词
教师支持
初中生
非认知能力
自我教育期望
teacher support
middle school student
non-cognitive ability
self-education expectations
