Children's perceptions of the classroom environment and social and academic performance:: A longitudinal analysis of the contribution of the Responsive Classroom approach
Children's perceptions of the classroom environment and social and academic performance:: A longitudinal analysis of the contribution of the Responsive Classroom approach
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DOI：
10.1016/j.jsp.2007.02.004
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发表时间：
2008-04-01
影响因子：
5
通讯作者：
Rimm-Kaufman, Sara E.
中科院分区：
文献类型：
--
作者：
Brock, Laura L.;Nishida, Tracy K.;Rimm-Kaufman, Sara E.
本研究探讨了响应式课堂（RC）的方法，一套教学实践，整合社会和学术团队，他们的课堂儿童的看法，随着时间的推移和儿童的学术和社会表现的贡献。出现了三个问题：（a）随着时间的推移，儿童对课堂的看法与社会和学术成果之间的并发和累积关系是什么？(b)教师使用RC的做法对儿童的看法以及社会和学术成果有何贡献？(c)儿童对课堂的看法是否调解了RC教师的做法和儿童的结果之间的关系？交叉滞后自回归结构方程模型被用来分析教师和儿童报告问卷数据，沿着标准化考试成绩收集了3年以上的样本的520名儿童在3-5年级。结果表明，RC教师的做法和儿童的看法和结果随着时间的推移显着的正相关关系。此外，儿童的看法部分调解RC教师的做法和社会能力之间的关系。然而，这些模型并没有表明，儿童的看法调解RC做法和成就成果之间的关系。结果解释在教师的做法，儿童的看法和学生的表现的贡献。(C)2007年学校心理学研究协会出版的爱思唯尔有限公司版权所有。
This study examines the contribution of the Responsive Classroom (RC) Approach, a set of teaching practices that integrate social and academic teaming, to children's perceptions of their classroom, and children's academic and social performance over time. Three questions emerge: (a) What is the concurrent and cumulative relation between children's perceptions of the classroom and social and academic outcomes over time? (b) What is the contribution of teacher's use of RC practices to children's perceptions and social and academic outcomes? (c) Do children's perceptions of the classroom mediate the relation between RC teacher practices and child outcomes? Cross-lagged autoregressive structural equation models were used to analyze teacher and child-report questionnaire data, along with standardized test scores collected over 3 years from a sample of 520 children in grades 3-5. Results indicate a significant positive relation between RC teacher practices and child perceptions and outcomes over time. Further, children's perceptions partially mediated the relation between RC teacher practices and social competence. However, the models did not demonstrate that child perceptions mediated the relation between RC practices and achievement outcomes. Results are explained in terms of the contribution of teacher practices to children's perceptions and student performance. (C) 2007 Society for the Study of School Psychology Published by Elsevier Ltd. All rights reserved.