Dynamics of teacher-student relationships: stability and change across elementary school and the influence on children's academic success.
Dynamics of teacher-student relationships: stability and change across elementary school and the influence on children's academic success.
复制标题
师生关系的动态：整个小学的稳定性和变化以及对儿童学业成功的影响。
DOI：
10.1111/j.1467-8624.2012.01761.x
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发表时间：
2012
影响因子：
4.6
通讯作者：
Kwok,Oi-Man
中科院分区：
文献类型：
--
作者：
Spilt,JantineL;Hughes,JanN;Wu,Jiun-Yu;Kwok,Oi-Man
本研究对整个小学的师生关系轨迹进行了建模，以预测 657 名学业风险学生（平均年龄 = 6.57 岁，SD= .39）的不同种族样本的成绩增益。收集 1-5 年级教师关于温暖和冲突的报告。对 1 年级和 6 年级的成绩进行了测试。对于冲突，发现了低稳定（规范）、低增长、高下降和高稳定轨迹。对于温暖，发现了高下降（标准）和低上升模式。具有早期行为、学业或社会风险的儿童在规范轨迹组中的代表性不足。长期冲突与成绩不佳密切相关。冲突增加但并未减少 冲突与成就不佳同时发生。学业失败的可能性随着儿童遭遇关系逆境的时间和时间的长短而增加。
This study modeled teacher–student relationship trajectories throughout elementary school to predict gains in achievement in an ethnic‐diverse sample of 657 academically at‐risk students (mean age = 6.57 years,SD= .39). Teacher reports of warmth and conflict were collected in Grades 1–5. Achievement was tested in Grades 1 and 6. For conflict, low‐stable (normative), low‐increasing, high‐declining, and high‐stable trajectories were found. For warmth, high‐declining (normative) and low‐increasing patterns were found. Children with early behavioral, academic, or social risks were underrepresented in the normative trajectory groups. Chronic conflict was most strongly associated with underachievement. Rising conflict but not declining Conflict coincided with underachievement. The probability of school failure increased as a function of the timing and length of time children were exposed to relational adversity.