学生个体和学校在学生实现学业抗逆中的作用--基于S市初中71948名处境不利学生的分析

The Role of Individual and School in Students Achieving Academic Resilience:Based on the Analysis of 71948 Disadvantaged Students in Junior Middle Schools in S City

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摘要对S市初中71948名处境不利学生的实证研究发现:学业抗逆学生在不同背景变量上的比例存在显著差异,在各变量上的差异存在不同的效应。对于处境不利学生,其性别、是否独生和流动情况能在一定程度上预测是否成为学业抗逆学生;学生的学习倦怠、学习动力和教师的课堂教学成效,对成为学业抗逆学生有正向预测作用;学生作业总时间对其是否成为学业抗逆学生有正向预测作用,但作用有限;学科补习时间对其是否成为学业抗逆学生没有影响;同伴关系对其是否成为学业抗逆学生有负向预测作用。基于此,提出建议:对处境不利中的特定学生群体给予更多的关注;提升学生学习的内在动力,缓解学业倦怠;家校协同合作,合理控制学生客观学业投入;教师要提高课堂教学成效,引导学生形成共同成长的同伴关系。 This paper is based on an empirical study of 71948 disadvantaged students in junior middle schools in S city.It is found that there are significant differences in the proportion of academically resilient students in different background variables,and there are different effects on the differences in each variable.Further research found that for disadvantaged students,their gender,whether they are single child or not and whether they are local registered residence or not,can predict whether they become academically resilient students to a certain extent.Students’learning burnout,learning motivation and teachers’classroom teaching effectiveness have a positive predictive effect on students’becoming academically resilient students.The total time of students spending on homework has a positive predictive effect on whether they become academically resilient students,but the effect is limited.The time of subject tutoring has no effect on whether they become academically resilient students.Peer relationship has a negative predictive effect on whether they become academically resilient students.Based on this,the following suggestions are put forward:pay more attention to specific groups of disadvantaged students,improve the internal motivation of students’learning and alleviate academic burnout,family and school should cooperate to reasonably control students’objective academic investment,teachers should improve the effectiveness of classroom teaching and guide students to form a peer relationship of common growth.

作者冯杰罗强 Feng Jie;Luo Qiang(Suzhou Education Quality Monitoring Center,Suzhou,Jiangsu,215000)

机构地区苏州市教育质量监测中心

出处《考试研究》 2022年第6期50-61,共12页 Examinations Research

基金江苏省教育科学“十三五”规划重点课题《基于监测大数据的区域教育质量提升路径研究》(课题编号:E-b/2020/16)阶段性成果。

关键词学业抗逆学生学业倦怠课堂教学成效同伴关系 Academic Resilience Academic Burnout Classroom Teaching Effectiveness Peer Relationship

分类号 G424.74 [文化科学—课程与教学论]

作者简介冯杰,助理研究员,苏州市教育质量监测中心;罗强,主任,正高级教师,苏州市教育质量监测中心。江苏苏州,215000。