Trust as a Mediator of the Relationships Between Poverty, Racial Composition, and Academic Achievement
Trust as a Mediator of the Relationships Between Poverty, Racial Composition, and Academic Achievement
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信任作为贫困、种族构成和学业成就之间关系的中介
DOI：
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发表时间：
2009
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影响因子：
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通讯作者：
D. Berebitsky
中科院分区：
文献类型：
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作者：
R. Goddard;Serena J. Salloum;D. Berebitsky
研究表明，信任与学业成绩显著相关。这项研究从两个方面扩展了对这种联系的认识。首先，由于采用的是从整个州随机抽取的分层小学样本，因此研究结果具有相当大的普遍性。其次，本研究测试了信任和成就之间的关系，并评估了学业成绩，社会经济地位（SES）和种族组成之间的联系是否介导的信任教师报告的学生和家长的水平。数据采集和分析：学校是系统随机选择和分层的位置，以前的成就，社会经济地位和规模，以代表所有传统的公立小学在密歇根州。教师对衡量学校信任程度的调查作出了回应。在学校层面进行了路径分析，以模拟信任的变化和通过国家数学和阅读评估的学生比例。调查结果：使用路径分析和控制的措施，学校的背景下，更大的信任与增加学校的成绩在数学和阅读的国家评估用于问责的目的。此外，学校的社会经济地位，种族构成和规模间接相关的成就，通过他们的协会与信任。然而，在控制了先前的成就和信任之后，种族和经济劣势与成就没有直接关系。结论：由于种族和经济劣势只间接地通过他们的负面协会与信任的成就，信任关系似乎调解学校的劣势和学业成绩之间的关系。未来的研究人员可能希望研究寻求增加对学校信任的项目是否可以有效地减少通常与贫困和种族组成相关的学术劣势。
Purpose: Research shows that trust is significantly related to academic achievement. This study expands knowledge of this connection in two ways. First, because a stratified, random sample of elementary schools from an entire state was used, the results have considerable generalizability. Second, this study tested the relationship between trust and achievement and assessed whether links between academic achievement, socioeconomic status (SES), and racial composition are mediated by the levels of trust teachers report in students and parents. Data Collection and Analysis: Schools were systematically randomly selected and stratified by location, prior achievement, SES, and size to represent all traditional public elementary schools across Michigan. Teachers responded to surveys measuring the levels of trust in schools. A path analysis was conducted at the school level to model variation in trust and the proportion of students passing the state mathematics and reading assessments. Findings: Using path analysis and controlling for measures of school context, greater trust was associated with increased school achievement in mathematics and reading on state assessments used for accountability purposes. Also, school SES, racial composition, and size were indirectly related to achievement through their associations with trust. However, racial and economic disadvantage were not directly related to achievement after controlling for prior achievement and trust. Conclusion: Because racial and economic disadvantage were related to achievement only indirectly through their negative associations with trust, trust relations appear to mediate the relationship between school disadvantage and academic achievement. Future researchers may wish to study whether programs seeking to increase trust in schools can effectively minimize the academic disadvantage typically associated with poverty and racial composition.