摘要
有关教师的表扬和批评对学生成绩的影响一直争议不断,初中作为九年义务教育的最后阶段,其教育质量对国民素质提升和人力资本积累具有重要意义.选取初中生为样本,研究发现,班主任频繁表扬和批评都能够显著提升学生成绩,学生的自律努力在其中发挥了重要的正向中介作用.进一步考虑学生的异质性特征,相比批评,班主任频繁的表扬对不同特征初中生的成绩提升作用差异不大,班主任的批评能显著提升拥有本县户口或自我期望较高的学生的成绩,但对非本县户口和自我期望较低的学生的成绩无影响.考虑班主任任教科目的异质性,语文班主任经常表扬显著提高了学生的各科成绩,但其批评的频率对各科成绩均无显著影响;数学班主任的表扬和批评都只显著提高了学生的数学成绩;英语班主任的表扬和批评则对学生的各科成绩均无显著影响.
There is constant controversy about the impact of teachers’praise and criticism on students’performance.As the final stage of the nine-year compulsory education,the quality of junior middle school education is of great significance for the improvement of national quality and the accumulation of human capital.Teachers should implement effective educational means for junior middle school students to improve their academic performance.However,regardless of the educational stage of the research sample,the existing research on the impact of teachers’praise and criticism on students’performance has been controversial.So,what is the actual effect of praise and criticism?How do praise and criticism affect the performance of junior middle school students?How do teachers’praise and criticism affect the academic performance of different types of junior middle school students?What are the differences in the effects of teachers’praise and criticism in different subjects?In order to answer the above questions,based on reinforcement theory and attribution theory,this paper clarifies that praise and criticism are the essences of reinforcement behavior.Using China Education Panel Survey data(CEPS data)of the 2013-2015 academic year,this paper comprehensively adopts the instrumental variable method,three-step mechanism analysis method,and causal mediation effect model to overcome the potential reverse causality problem.It obtains the causal effect of the frequency of head teachers’praise and criticism on the academic performance of junior middle school students.Meanwhile,it puts forward and verifies the influence mechanism mediated by self-discipline.On this basis,this paper also systematically analyzes the heterogeneous impact of the frequency of head teachers’praise and criticism on junior middle school students’academic performance.The results show that frequent praise and criticism by head teachers can significantly improve the performance of junior middle school students;students’self-discipline efforts play an essential positive intermediary role.This paper further considers the heterogeneity of students and finds that,compared with criticism,there is no significant difference in the role of head teachers’frequent praise in improving the performance of junior middle school students with different characteristics.However,criticism can significantly improve the performance of junior middle school students with local household registration or high self-expectation.At the same time,it does not affect students’performance with non-local household registration and low self-expectations.Finally,considering the heterogeneity of the subjects taught by the head teacher,the frequent praise of the Chinese head teacher significantly improves the grades of the praised students.However,the frequency of criticism does not affect their grades.For math head teachers,whether they often praise or criticize students or not,they only significantly improve students’math scores.The frequency of praise and criticism of English head teachers has no effect on students’grades in all subjects.The possible innovations of the article are as follows.Firstly,given the lack of consensus on the influence conclusions of teachers’praise and criticism in the existing literature research,this paper systematically analyzes them and extracts five possible reasons.With the real data,we deal with the reasons one by one and identify the causal effect of the frequency of teachers’praise and criticism on the academic performance of junior middle school students.This is an attempt to solve the research disputes about praise and criticism in the academic circles at home and abroad.Secondly,taking the praise and criticism(specific reinforcement means)of middle school teachers as the starting point,this paper analyzes the comprehensive effect of reinforcement frequency in the teaching process and students’self-attribution.It provides new supporting evidence for the reinforcement theory and attribution theory based on China’s middle school education practice through the heterogeneous results of students’different characteristics.Finally,to a certain extent,this paper opens up the“black box”of the interaction between teachers and students in the“junior middle school class”,a socializing organization.It directly and clearly shows the reinforcement influence of teachers’praise and criticism,which affects students’academic performance through students’self-discipline.The research conclusion is significant for improving the quality of middle school education and human capital accumulation in China.
作者
姚东旻
崔孟奇
许艺煊
赵江威
Yao Dongmin;Cui Mengqi;Xu Yixuan;Zhao Jiangwei(Center for China Fiscal Development,Central University of Finance and Economics,Beijing 102206,China;School of Economics,Renmin University of China,Beijing 100872,China)
出处
《浙江大学学报（人文社会科学版）》
CSSCI
北大核心
2022年第12期88-103,共16页
Journal of Zhejiang University:Humanities and Social Sciences
关键词
教师强化行为
表扬
批评
学业表现
自我归因
异质性影响
teachers’reinforcement
praise
criticism
academic performance
self-attribution
heterogeneous effects
作者简介
姚东旻,(https://orcid.org/0000-0003-1045-0948),男,中央财经大学中国财政发展协同创新中心教授,博士生导师,经济学博士,主要从事财政基础理论与财税政策以及基于数据的因果推断研究;崔孟奇,(https://orcid.org/0000-0002-6222-1672),女,中央财经大学中国财政发展协同创新中心博士研究生,主要从事财政基础理论研究;通信作者:许艺煊,(https://orcid.org/0000-0002-8242-4995),女,中国人民大学经济学院博士研究生,主要从事微观经济理论研究;赵江威,(https://orcid.org/0000-0002-6084-8244),男,中央财经大学中国财政发展协同创新中心博士研究生,主要从事财政基础理论研究。
