Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement.
Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement.
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DOI：
10.1037/a0026339
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发表时间：
2012
影响因子：
4.9
通讯作者：
Johnson, Audrea Y.
中科院分区：
文献类型：
--
作者：
Hughes, Jan N.;Wu, Jiun-Yu;Kwok, Oi-man;Villarreal, Victor;Johnson, Audrea Y.
本研究以690名国小学业不良学生（52.8%为男生）为样本，探讨学生自报师生关系品质对学业动机与学业成就的影响。连续3年每年收集TSRQ，成就和动机的测量，从参与者2年级（24.8%）或3年级（74.6%）开始。儿童报告的冲突在3年中保持稳定，而温暖下降。男孩和非裔美国学生报告的冲突比女孩和白人和西班牙裔学生。女孩和非裔美国学生比男孩和非裔美国学生更热情。使用路径分析，作者测试的假设，即在第二年的学生动机措施介导的影响，冲突和温暖，在第一年的阅读和数学成绩在第三年。儿童感知的冲突预测跨年度的变化，教师评定的行为参与，这反过来又预测跨年度的变化，在阅读和数学成绩。数学能力信念在儿童知觉的温暖对数学成就的影响中起中介作用.影响控制的稳定性措施，跨时间，措施之间的波内关联，和基线测量智商和经济逆境。研究结果对提高学业失败风险学生的学业成绩的影响进行了讨论。
The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at risk elementary students (52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in grade 2 (24.8%) or grade 3 (74.6%). Child-reported conflict was stable across the 3 years, whereas warmth declined. Boys and African American students reported greater conflict than did girls and Caucasian and Hispanic students. Girls and African American students reported higher warmth than boys and non-African American students. Using path analysis, the authors tested the hypothesis that measures of student motivation in Year 2 mediated the effects of conflict and warmth in Year 1 on reading and math achievement in Year 3. Child-perceived conflict predicted cross-year changes in teacher-rated behavioral engagement, which, in turn, predicted cross-year changes in reading and math achievement. Math competence beliefs also mediated the effect of child- perceived warmth on math achievement. Effects controlled for stability of measures across time, the within-wave association between measures, and baseline measures of IQ and economic adversity. Implications of findings for improving the academic achievement of students at-risk for school failure are discussed.
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影响因子：
3
作者：
Chen, Qi;Hughes, Jan N.;Kwok, Oi-Man
通讯作者：
Kwok, Oi-Man
影响因子：
5
作者：
Buhs, ES
通讯作者：
Buhs, ES
影响因子：
2.9
作者：
Driscoll, Katherine C.;Pianta, Robert C.
通讯作者：
Pianta, Robert C.
影响因子：
1.7
作者：
ECCLES, JS;WIGFIELD, A;FELDLAUFER, H
通讯作者：
FELDLAUFER, H
影响因子：
3.9
作者：
Alexander, KL;Entwisle, DR;Horsey, CS
通讯作者：
Horsey, CS