The middle schooling process: influences on science and mathematics achievement from the longitudinal study of American youth.
The middle schooling process: influences on science and mathematics achievement from the longitudinal study of American youth.
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中学教育过程：美国青少年纵向研究对科学和数学成绩的影响。
DOI：
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发表时间：
1991
期刊：
影响因子：
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通讯作者：
Arthur J. Reynolds
中科院分区：
文献类型：
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作者：
Arthur J. Reynolds
这项纵向研究的目的是通过 3,116 名七年级公立学校学生的全国概率样本来开发和测试中学科学和数学成绩模型。八年级的成绩被视为进入七年级时的准备属性以及父母、同伴、自我以及课堂情感和行为测量的干预措施的函数。数据是从七年级和八年级三个时期的学生和家长那里收集的。修订后的结构模型的结果表明，先前在科学和数学方面的成就是学校教育过程中影响的强大中介因素。六年级的成绩、家长的期望、家长的教育程度和动机对八年级的成绩有中等程度的间接影响。同样值得注意的是，课堂环境的认知对科学和数学成绩的增长有积极的直接影响，而性别（有利于女孩）对科学成绩的增长有负面的直接影响。对半样本的交叉验证并未否定该模型。结论是，虽然先前的成绩对学校教育过程具有主导影响，但其他变量，包括家长期望、动机和课堂环境，确实对学校教育过程有所贡献，并且可以成为提高学校成功的焦点。这些因素和其他因素虽然有帮助，但在中学之前可能最有效。
The purpose of this longitudinal study was to develop and test a model of middle school science and mathematics achievement with a national probability sample of 3,116 seventh-grade public school students. Eighth-grade achievement was viewed as a function of readiness attributes on entry into seventh grade and intervening parent, peer, self, and classroom affective and behavioral measures. Data were collected from students and parents over three time periods in seventh and eighth grade. Results of a revised structural model showed that prior achievement in science and math was a strong mediator of effects in the process of schooling. Grades in sixth grade, parental expectations, parent educational attainment, and motivation had moderately strong indirect effects on eighth-grade achievements. Also notable was the positive direct influence of perceptions of classroom context on science and math achievement growth and the negative direct influence of sex (in favor of girls) on science achievement growth. Cross-validation on a split-half sample did not disconfirm the model. It was concluded that while prior achievement had a dominant influence in the schooling process, other variables including parental expectations, motivation, and classroom context do contribute to the schooling process and can be a focal point for improving school success. These and other factors, though helpful, may be most effective well before the middle school years.