华东师范大学学报(教育科学版) ›› 2023, Vol. 41 ›› Issue (5): 98-112.doi: 10.16382/j.cnki.1000-5560.2023.05.008
叶晓梅1, 曹晓婕2
出版日期:
2023-05-01
发布日期:
2023-04-26
基金资助:
Xiaomei Ye1, Xiaojie Cao2
Online:
2023-05-01
Published:
2023-04-26
摘要:
基于中国教育追踪调查(CEPS)数据,本文采用回归分析和KHB中介效应检验的方法,从家校共育视角分析了教师关怀对农村儿童非认知能力发展的影响及其作用机制。依据大五人格理论框架下的尽责性、宜人性、神经质、开放性和外倾性衡量非认知能力,研究发现:家长主观感知的教师关怀能显著改善农村儿童的非认知能力发展;家长接触到的客观教师关怀会对农村儿童的非认知能力产生差异化影响。具体来看,教师的学习关怀对农村儿童的外倾性、宜人性和尽责性产生显著的正向影响,并显著改善其神经质;心理关怀能显著提升农村儿童的宜人性和尽责性;交友关怀能显著提升农村儿童的外倾性和开放性。进一步分析发现,教师关怀会影响父母教养方式而对农村儿童非认知能力产生影响,这一作用机制是通过父母对孩子的反应和要求这两个机制共同实现的,相较于父母要求,父母对子女需求反应的影响更大。
叶晓梅, 曹晓婕. 教师关怀对农村儿童非认知能力发展的影响——家校共育的机制分析[J]. 华东师范大学学报(教育科学版), 2023, 41(5): 98-112.
Xiaomei Ye, Xiaojie Cao. The Influence of Teacher Care on the Development of Rural Children’s Non-cognitive Ability: Analysis of the Mechanism of Co-education in Home and Schools[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(5): 98-112.
表 1
非认知能力五个指标的介绍"
描述 | 测量题项 | |
外倾性 | 个体关于热情、社交、群居、活跃、乐观等特质倾向 | 我经常参加学校或班级组织的活动 |
宜人性 | 个体具有信任、利他、合作、谦虚、移情、同理心等特质倾向 | 1. 我对这个学校的人感到亲近 2. 班里大多数同学对我很友好 3. 我所在的班级班风良好 |
神经质 | 个体显示出焦虑、沮丧、敌对、压抑、自我意识、脆弱等情绪特质 | 1. 在过去的七天内,我感到沮丧 2. 在过去的七天内,我感到抑郁 3. 在过去的七天内,我感到不快乐 4. 在过去的七天内,我感到生活没有意思 5. 在过去的七天内,我感到悲伤 6. 我在这个学校感到无聊 |
开放性 | 个体关于智能、领悟力、想象、审美情趣、情感丰富、求异、创造等特质倾向 | 1. 我能够很清楚地表述自己的意见 2. 我的反应能力很迅速 3. 我能够很快学会新知识 4. 我对新鲜事物很好奇 5. 我希望能去另外一个学校 |
尽责性 | 个体关于尽职、自律、谨慎、克制、成就追求、自我效能等特质倾向 | 1. 就算身体有点不舒服,或者有其他理由可以留在家里,我仍然会尽量去上学 2. 就算是我不喜欢的功课,我也会尽全力去做 3. 就算功课需要花好长时间才能做完,我仍然会不断地尽力去做 4. 对自己的未来有信心 |
表 2
城乡儿童非认知能力与教师关怀的差异"
整体 | 城市 | 农村 | 差异(Cohen’s d) | ||||||
均值 | 标准差 | 均值 | 标准差 | 均值 | 标准差 | ||||
外倾性 | 0.033 | 0.995 | 0.126 | 0.970 | ?0.052 | 1.010 | 0.180*** | ||
宜人性 | 0.044 | 0.989 | 0.122 | 0.976 | ?0.026 | 0.994 | 0.150*** | ||
神经质 | ?0.078 | 0.968 | ?0.122 | 1.001 | ?0.037 | 0.936 | ?0.088*** | ||
开放性 | 0.012 | 0.970 | 0.067 | 0.981 | ?0.037 | 0.958 | 0.107*** | ||
尽责性 | 0.124 | 0.955 | 0.161 | 0.977 | 0.090 | 0.934 | 0.074*** | ||
教师对孩子负责 | 4.396 | 0.747 | 4.468 | 0.685 | 4.330 | 0.794 | 0.186*** | ||
教师对孩子耐心 | 4.265 | 0.792 | 4.343 | 0.736 | 4.195 | 0.833 | 0.188*** | ||
学习关怀 | 0.628 | 0.483 | 0.656 | 0.475 | 0.603 | 0.489 | 0.110*** | ||
心理关怀 | 0.195 | 0.396 | 0.211 | 0.408 | 0.181 | 0.385 | 0.076*** | ||
交友关怀 | 0.125 | 0.331 | 0.125 | 0.331 | 0.126 | 0.332 | ?0.003 |
表 3
主观感知的教师关怀对农村儿童非认知能力发展的影响"
外倾性 | 宜人性 | 神经质 | 开放性 | 尽责性 | |
教师对孩子负责 | 0.075*** | 0.106*** | ?0.036** | ?0.005 | 0.074*** |
(0.022) | (0.021) | (0.018) | (0.021) | (0.020) | |
教师对孩子耐心 | 0.113*** | 0.162*** | ?0.132*** | 0.096*** | 0.137*** |
(0.020) | (0.020) | (0.018) | (0.020) | (0.019) | |
特征控制 | 是 | 是 | 是 | 是 | 是 |
样本量 | 8362 | 8362 | 8362 | 8362 | 8362 |
ID个数 | 4181 | 4181 | 4181 | 4181 | 4181 |
R2 | 0.097 | 0.142 | 0.064 | 0.050 | 0.111 |
表 4
客观教师关怀对农村儿童非认知能力发展的影响"
外倾性 | 宜人性 | 神经质 | 开放性 | 尽责性 | |
学习关怀 | 0.136*** | 0.090*** | ?0.041* | 0.036 | 0.069*** |
(0.023) | (0.023) | (0.021) | (0.022) | (0.0215) | |
心理关怀 | 0.042 | 0.066** | ?0.006 | 0.052* | 0.075*** |
(0.030) | (0.0297) | (0.029) | (0.029) | (0.028) | |
交友关怀 | 0.096*** | 0.032 | 0.029 | 0.105*** | ?0.032 |
(0.035) | (0.034) | (0.033) | (0.034) | (0.033) | |
特征控制 | 是 | 是 | 是 | 是 | 是 |
样本量 | 8362 | 8362 | 8362 | 8362 | 8362 |
ID个数 | 4181 | 4181 | 4181 | 4181 | 4181 |
R2 | 0.071 | 0.064 | 0.030 | 0.044 | 0.058 |
表 5
分性别与家庭经济背景分析主观教师关怀对农村儿童非认知能力发展的影响"
外倾性 | 宜人性 | 神经质 | 开放性 | 尽责性 | ||
女生 | 教师对孩子负责 | 0.079** | 0.142*** | ?0.071*** | 0.012 | 0.070** |
(0.031) | (0.029) | (0.026) | (0.029) | (0.028) | ||
教师对孩子耐心 | 0.127*** | 0.142*** | ?0.134*** | 0.082*** | 0.134*** | |
(0.030) | (0.028) | (0.025) | (0.028) | (0.026) | ||
样本量 | 4048 | 4048 | 4048 | 4048 | 4048 | |
ID个数 | 2024 | 2024 | 2024 | 2024 | 2024 | |
R2 | 0.116 | 0.166 | 0.080 | 0.039 | 0.090 | |
男生 | 教师对孩子负责 | 0.071** | 0.073** | ?0.002 | ?0.017 | 0.076*** |
(0.030) | (0.029) | (0.026) | (0.031) | (0.028) | ||
教师对孩子耐心 | 0.102*** | 0.179*** | ?0.133*** | 0.106*** | 0.138*** | |
(0.028) | (0.027) | (0.025) | (0.028) | (0.026) | ||
样本量 | 4314 | 4314 | 4314 | 4314 | 4314 | |
ID个数 | 2157 | 2157 | 2157 | 2157 | 2157 | |
R2 | 0.085 | 0.116 | 0.054 | 0.062 | 0.107 | |
家庭经济困难 | 教师对孩子负责 | 0.060 | 0.143*** | ?0.007 | ?0.053 | 0.076** |
(0.038) | (0.033) | (0.029) | (0.035) | (0.032) | ||
教师对孩子耐心 | 0.098*** | 0.120*** | ?0.118*** | 0.110*** | 0.102*** | |
(0.036) | (0.034) | (0.030) | (0.034) | (0.031) | ||
样本量 | 2344 | 2344 | 2344 | 2344 | 2344 | |
ID个数 | 1172 | 1172 | 1172 | 1172 | 1172 | |
R2 | 0.063 | 0.118 | 0.057 | 0.045 | 0.122 | |
家庭经济中等 | 教师对孩子负责 | 0.083*** | 0.095*** | ?0.059** | 0.015 | 0.076*** |
(0.027) | (0.027) | (0.024) | (0.027) | (0.026) | ||
教师对孩子耐心 | 0.120*** | 0.180*** | ?0.132*** | 0.092*** | 0.152*** | |
(0.026) | (0.025) | (0.023) | (0.025) | (0.024) | ||
样本量 | 5644 | 5644 | 5644 | 5644 | 5644 | |
ID个数 | 2822 | 2822 | 2822 | 2822 | 2822 | |
R2 | 0.093 | 0.135 | 0.057 | 0.051 | 0.110 | |
家庭经济富裕 | 教师对孩子负责 | 0.075 | ?0.073 | 0.074 | 0.189** | ?0.061 |
(0.100) | (0.120) | (0.122) | (0.092) | (0.126) | ||
教师对孩子耐心 | 0.096 | 0.256** | ?0.230** | ?0.083 | 0.217** | |
(0.095) | (0.104) | (0.116) | (0.092) | (0.102) | ||
样本量 | 374 | 374 | 374 | 374 | 374 | |
ID个数 | 187 | 187 | 187 | 187 | 187 | |
R2 | 0.105 | 0.119 | 0.105 | 0.131 | 0.136 |
表 6
分性别与家庭经济背景分析客观教师关怀对农村儿童非认知能力发展的影响"
外倾性 | 宜人性 | 神经质 | 开放性 | 尽责性 | ||
女生 | 学习关怀 | 0.102*** | 0.034 | ?0.033 | ?0.001 | 0.027 |
(0.033) | (0.031) | (0.029) | (0.031) | (0.030) | ||
心理关怀 | 0.067 | 0.051 | 0.010 | 0.026 | 0.049 | |
(0.043) | (0.042) | (0.040) | (0.041) | (0.039) | ||
交友关怀 | 0.104** | 0.118*** | 0.014 | 0.114** | 0.025 | |
(0.049) | (0.045) | (0.046) | (0.051) | (0.044) | ||
样本量 | 4048 | 4048 | 4048 | 4048 | 4048 | |
ID个数 | 2024 | 2024 | 2024 | 2024 | 2024 | |
R2 | 0.079 | 0.072 | 0.031 | 0.027 | 0.029 | |
男生 | 学习关怀 | 0.166*** | 0.139*** | ?0.049 | 0.070** | 0.110*** |
(0.033) | (0.033) | (0.031) | (0.032) | (0.031) | ||
心理关怀 | 0.021 | 0.084** | ?0.020 | 0.082** | 0.102*** | |
(0.043) | (0.042) | (0.041) | (0.042) | (0.039) | ||
交友关怀 | 0.088* | ?0.038 | 0.0424 | 0.102** | ?0.076 | |
(0.050) | (0.049) | (0.046) | (0.046) | (0.047) | ||
样本量 | 4314 | 4314 | 4314 | 4314 | 4314 | |
ID个数 | 2157 | 2157 | 2157 | 2157 | 2157 | |
R2 | 0.067 | 0.050 | 0.028 | 0.062 | 0.061 | |
家庭经济困难 | 学习关怀 | 0.072 | 0.042 | ?0.057 | 0.012 | 0.139*** |
(0.045) | (0.043) | (0.041) | (0.041) | (0.038) | ||
心理关怀 | 0.027 | 0.023 | ?0.020 | 0.038 | 0.028 | |
(0.063) | (0.058) | (0.057) | (0.056) | (0.051) | ||
交友关怀 | 0.091 | 0.140** | 0.108* | 0.086 | ?0.069 | |
(0.071) | (0.063) | (0.060) | (0.064) | (0.060) | ||
样本量 | 2344 | 2344 | 2344 | 2344 | 2344 | |
ID个数 | 1172 | 1172 | 1172 | 1172 | 1172 | |
R2 | 0.042 | 0.044 | 0.034 | 0.040 | 0.077 | |
家庭经济中等 | 学习关怀 | 0.157*** | 0.107*** | ?0.034 | 0.047* | 0.041 |
(0.028) | (0.027) | (0.025) | (0.027) | (0.027) | ||
心理关怀 | 0.045 | 0.083** | 0.020 | 0.058 | 0.086** | |
(0.035) | (0.036) | (0.034) | (0.036) | (0.034) | ||
交友关怀 | 0.105** | ?0.002 | ?0.006 | 0.100** | ?0.006 | |
(0.042) | (0.041) | (0.041) | (0.043) | (0.040) | ||
样本量 | 5644 | 5644 | 5644 | 5644 | 5644 | |
ID个数 | 2822 | 2822 | 2822 | 2822 | 2822 | |
R2 | 0.061 | 0.050 | 0.015 | 0.044 | 0.056 | |
家庭经济富裕 | 学习关怀 | 0.268** | 0.143 | ?0.070 | 0.033 | 0.038 |
(0.111) | (0.112) | (0.122) | (0.120) | (0.117) | ||
心理关怀 | ?0.044 | 0.082 | ?0.307** | 0.018 | 0.184 | |
(0.146) | (0.134) | (0.133) | (0.134) | (0.149) | ||
交友关怀 | 0.101 | ?0.079 | 0.058 | 0.309*** | ?0.118 | |
(0.146) | (0.178) | (0.145) | (0.119) | (0.132) | ||
样本量 | 374 | 374 | 374 | 374 | 374 | |
ID个数 | 187 | 187 | 187 | 187 | 187 | |
R2 | 0.114 | 0.078 | 0.066 | 0.121 | 0.100 |
表 7
基于KHB 方法的中介机制检验结果"
主观关怀 | 客观关怀 | ||||||
教师对孩子负责 | 教师对孩子耐心 | 学习关怀 | 心理关怀 | 交友关怀 | |||
外倾性 | 总效应 | 0.081 [0.041,0.121] | 0.146 [0.108,0.184] | 0.192 [0.148,0.237] | 0.050 [?0.011,0.110] | 0.102 [0.033,0.171] | |
直接效应 | 0.063 [0.023,0.102] | 0.116 [0.078,0.155] | 0.150 [0.105,0.195] | ?0.001 [?0.061,0.059] | 0.072 [0.003,0.141] | ||
间接效应 | 0.018 [0.006,0.030] | 0.029 [0.017,0.042] | 0.043 [0.019,0.067] | 0.051 [0.026,0.075] | 0.030 [0.006,0.054] | ||
间接效应的贡献率 | 22.22% | 19.86% | 22.40% | 102.00% | 29.41% | ||
父母要求的效应 | 0.007 | 0.006 | 0.013 | 0.016 | 0.007 | ||
父母反应的效应 | 0.012 | 0.024 | 0.030 | 0.035 | 0.024 | ||
父母要求的贡献率 | 8.12% | 3.98% | 6.66% | 32.04% | 6.43% | ||
父母反应的贡献率 | 14.48% | 16.18% | 15.57% | 70.02% | 23.16% | ||
宜人性 | 总效应 | 0.118 [0.080,0.157] | 0.198 [0.161,0.234] | 0.128 [0.085,0.172] | 0.088 [0.029,0.147] | 0.051 [?0.017,0.118] | |
直接效应 | 0.101 [0.062.0.139] | 0.167 [0.130,0.204] | 0.082 [0.038,0.127] | 0.034 [?0.025,0.093] | 0.018 [?0.050,0.085] | ||
间接效应 | 0.018 [0.006,0.030] | 0.030 [0.018,0.043] | 0.046 [0.019,0.715] | 0.054 [0.027,0.080] | 0.033 [0.007,0.059] | ||
宜人性 | 间接效应的贡献率 | 15.12% | 15.30% | 35.94% | 61.36% | 64.71% | |
父母要求的效应 | 0.005 | 0.005 | 0.011 | 0.014 | 0.006 | ||
父母反应的效应 | 0.013 | 0.026 | 0.035 | 0.040 | 0.027 | ||
父母要求的贡献率 | 4.41% | 2.34% | 8.68% | 15.76% | 11.33% | ||
父母反应的贡献率 | 10.70% | 12.95% | 26.78% | 45.45% | 53.91% | ||
神经质 | 总效应 | ?0.054 [?0.092, ?0.016] | ?0.143 [?0.179, ?0.107] | ?0.041 [?0.084,0.001] | ?0.026 [?0.084,0.031] | 0.021 [?0.044,0.087] | |
直接效应 | ?0.046 [?0.083, ?0.008] | ?0.126 [?0.162, ?0.090] | ?0.017 [?0.060,0.026] | 0.002 [?0.055,0.059] | 0.040 [?0.025,0.106] | ||
间接效应 | ?0.008 [?0.015, ?0.001] | ?0.017 [?0.024, ?0.009] | ?0.024 [?0.040, ?0.009] | ?0.028 [?0.044, ?0.012] | ?0.019 [?0.035, ?0.003] | ||
间接效应的贡献率 | 15.43% | 11.91% | 58.54% | 107.69% | ?90.48% | ||
父母要求的效应 | 0.000 | 0.000 | ?0.001 | ?0.001 | 0.0003 | ||
父母反应的效应 | ?0.009 | ?0.017 | ?0.024 | ?0.028 | ?0.019 | ||
父母要求的贡献率 | ?0.49% | ?0.160% | 1.60% | 3.11% | ?1.58% | ||
父母反应的贡献率 | 15.91% | 12.07% | 57.55% | 104.82% | ?88.03% | ||
开放性 | 总效应 | ?0.006 [?0.045,0.033] | 0.103 [0.066,0.140] | 0.044 [0.000,0.087] | 0.051 [?0.007,0.110] | 0.116 [0.049,0.183] | |
直接效应 | ?0.018 [?0.056,0.021] | 0.086 [0.048,0.123] | 0.017 [?0.026,0.061] | 0.020 [?0.039,0.079] | 0.098 [0.031,0.165] | ||
间接效应 | 0.012 [0.004,0.019] | 0.018 [0.009,0.026] | 0.026 [0.011,0.041] | 0.031 [0.016,0.046] | 0.018 [0.003,0.033] | ||
间接效应的贡献率 | ?206.05% | 17.03% | 59.09% | 60.78% | 15.52% | ||
父母要求的效应 | 0.005 | 0.005 | 0.010 | 0.013 | 0.005 | ||
父母反应的效应 | 0.006 | 0.013 | 0.016 | 0.018 | 0.013 | ||
父母要求的贡献率 | ?95.88% | 4.71% | 23.97% | 25.31% | 4.65% | ||
父母反应的贡献率 | ?110.17% | 12.32% | 36.24% | 35.76% | 10.82% | ||
尽责性 | 总效应 | 0.078 [0.041,0.115] | 0.156 [0.120,0.191] | 0.084 [0.042,0.125] | 0.092 [0.037,0.149] | ?0.031 [?0.095,0.033] | |
直接效应 | 0.064 [0.027,0.101] | 0.133 [0.097,0.168] | 0.047 [0.005,0.090] | 0.050 [?0.007,0.106] | ?0.057 [?0.121,0.008] | ||
间接效应 | 0.015 [0.005,0.024] | 0.023 [0.013,0.033] | 0.036 [0.016,0.057] | 0.043 [0.023,0.064] | 0.026 [0.005,0.046] | ||
间接效应的贡献率 | 18.61% | 14.86% | 42.86% | 46.74% | ?83.87% | ||
父母要求的效应 | 0.006 | 0.005 | 0.011 | 0.014 | 0.006 | ||
父母反应的效应 | 0.009 | 0.018 | 0.025 | 0.029 | 0.020 | ||
父母要求的贡献率 | 7.06% | 3.14% | 13.74% | 15.37% | ?18.98% | ||
父母反应的贡献率 | 11.55% | 11.72% | 29.79% | 31.16% | ?63.45% |
班建武, 曾妮, 蒋佳, 丁魏 教师关怀品质的现状调查——基于北京市石景山区四所中学的调查数据 教育学报 2012 8 4 105 112 班建武, 曾妮, 蒋佳, 丁魏. (2012). 教师关怀品质的现状调查—基于北京市石景山区四所中学的调查数据. 教育学报,8(4),105—112.
doi: 10.3969/j.issn.1673-1298.2012.04.016 |
|
段艳君. (2015). 教师关怀行为分析. 杭州: 杭州师范大学硕士学位论文. | |
侯晶晶, 朱小蔓 论基于关怀式道德教育的道德学习 当代教育科学 2005 4 15 19 侯晶晶, 朱小蔓. (2005). 论基于关怀式道德教育的道德学习. 当代教育科学,(4),15—19.
doi: 10.3969/j.issn.1672-2221.2005.04.003 |
|
胡咏梅, 元静 学校投入与家庭投入哪个更重要?——回应由《科尔曼报告》引起的关于学校与家庭作用之争 华东师范大学学报(教育科学版) 2021 39 1 1 25 胡咏梅, 元静. (2021). 学校投入与家庭投入哪个更重要?—回应由《科尔曼报告》引起的关于学校与家庭作用之争. 华东师范大学学报(教育科学版),39(1),1—25.
doi: 10.16382/j.cnki.1000-5560.2021.01.001 |
|
黄国英, 谢宇 认知能力与非认知能力对青年劳动收入回报的影响 中国青年研究 2017 2 56 64,97 黄国英, 谢宇. (2017). 认知能力与非认知能力对青年劳动收入回报的影响. 中国青年研究,(2),56—64,97.
doi: 10.3969/j.issn.1002-9931.2017.02.009 |
|
黄建红, 孟艳 地方免费师范生感知教师关怀行为对学习投入的影响研究 大学教育科学 2017 4 81 88 黄建红, 孟艳. (2017). 地方免费师范生感知教师关怀行为对学习投入的影响研究. 大学教育科学,(4),81—88.
doi: 10.3969/j.issn.1672-0717.2017.04.016 |
|
雷浩, 徐瑰瑰, 邵朝友, 等 教师关怀行为与学生学业成绩的关系: 学习效能感的中介作用 心理发展与教育 2015 31 2 188 197 雷浩, 徐瑰瑰, 邵朝友, 等. (2015). 教师关怀行为与学生学业成绩的关系: 学习效能感的中介作用. 心理发展与教育,31(2),188—197. | |
雷浩 教师关怀行为三维模型的建构 国家教育行政学院学报 2014 2 67 72 雷浩. (2014). 教师关怀行为三维模型的建构. 国家教育行政学院学报,(2),67—72.
doi: 10.3969/j.issn.1672-4038.2014.02.013 |
|
李波 父母参与对子女发展的影响——基于学业成绩和非认知能力的视角 教育与经济 2018 3 54 64 李波. (2018). 父母参与对子女发展的影响—基于学业成绩和非认知能力的视角. 教育与经济,(3),54—64.
doi: 10.3969/j.issn.1003-4870.2018.03.009 |
|
李佳丽, 赵楷, 梁会青 养育差异还是养育陷阱?——家庭教养方式对学生发展的异质性影响研究 中国青年研究 2020 9 68 75 李佳丽, 赵楷, 梁会青. (2020). 养育差异还是养育陷阱?—家庭教养方式对学生发展的异质性影响研究. 中国青年研究,(9),68—75.
doi: 10.3969/j.issn.1002-9931.2020.09.010 |
|
李乐敏, 党瑞瑞, 刘涵, 常芳 父母陪伴对青少年非认知能力的影响——基于亲子共餐视角的准实验研究 人口与发展 2020 26 2 88 98 李乐敏, 党瑞瑞, 刘涵, 常芳. (2020). 父母陪伴对青少年非认知能力的影响—基于亲子共餐视角的准实验研究. 人口与发展,26(2),88—98. | |
李晓曼, 于佳欣, 代俊廷, 张领 生命周期视角下新人力资本理论的最新进展: 测量、形成及作用 劳动经济研究 2019 7 6 110 131 李晓曼, 于佳欣, 代俊廷, 张领. (2019). 生命周期视角下新人力资本理论的最新进展: 测量、形成及作用. 劳动经济研究,7(6),110—131. | |
梁文艳, 叶晓梅, 李涛 父母参与如何影响流动儿童认知能力——基于CEPS基线数据的实证研究 教育学报 2018 14 1 80 94 梁文艳, 叶晓梅, 李涛. (2018). 父母参与如何影响流动儿童认知能力—基于CEPS基线数据的实证研究. 教育学报,14(1),80—94. | |
廖雅琼, 叶宝娟, 李爱梅 教师关怀行为对汉区少数民族预科生社会适应的影响 中国临床心理学杂志 2019 27 1 124 128 廖雅琼, 叶宝娟, 李爱梅. (2019). 教师关怀行为对汉区少数民族预科生社会适应的影响. 中国临床心理学杂志,27(1),124—128. | |
诺丁斯. (2014). 学会关心: 教育的另一种模式(于天龙译). 北京: 教育科学出版社. | |
盛卫燕, 胡秋阳 高端服务业发展与技能溢价: 基于非认知能力的微观机理解析与实证检验 现代财经(天津财经大学学报) 2019 39 6 80 97 盛卫燕, 胡秋阳. (2019). 高端服务业发展与技能溢价: 基于非认知能力的微观机理解析与实证检验. 现代财经(天津财经大学学报),39(6),80—97. | |
宋映泉, 康乐, 张晓, 张眉, 李倩文, 胡碧颖 城乡儿童发展与幼儿园质量差距: 以华北某县为例 北京大学教育评论 2020 18 3 32 59,187,188 宋映泉, 康乐, 张晓, 张眉, 李倩文, 胡碧颖. (2020). 城乡儿童发展与幼儿园质量差距: 以华北某县为例. 北京大学教育评论,18(3),32—59,187,188. | |
童星, 缪建东 父母参与对流动儿童学校适应的影响——教师关怀的中介作用 教育学术月刊 2020 1 12 17 童星, 缪建东. (2020). 父母参与对流动儿童学校适应的影响—教师关怀的中介作用. 教育学术月刊,(1),12—17. | |
吴要武, 侯海波 校园欺凌的影响与对策——来自农村寄宿制小学的证据 劳动经济研究 2017 5 6 36 55 吴要武, 侯海波. (2017). 校园欺凌的影响与对策—来自农村寄宿制小学的证据. 劳动经济研究,5(6),36—55. | |
吴要武, 宋映泉 非认知技能及干预措施研究 劳动经济研究 2019 7 6 64 79 吴要武, 宋映泉. (2019). 非认知技能及干预措施研究. 劳动经济研究,7(6),64—79. | |
王芊霓, 黄羽婷. (2020). 刘云杉谈“教育内卷”: 教育解决不了社会结构问题. 取自澎湃新闻网站(2020年11月16日): https://www.thepaper.cn/newsDetail_forward_10004246. | |
徐晓新, 张秀兰 将家庭视角纳入公共政策——基于流动儿童义务教育政策演进的分析 中国社会科学 2016 6 151 169 徐晓新, 张秀兰. (2016). 将家庭视角纳入公共政策—基于流动儿童义务教育政策演进的分析. 中国社会科学,(6),151—169. | |
杨舒文, 潘斌, 司继伟 教师关怀行为与小学生学业成绩的关系: 成就目标定向的中介作用 应用心理学 2016 22 4 334 342 杨舒文, 潘斌, 司继伟. (2016). 教师关怀行为与小学生学业成绩的关系: 成就目标定向的中介作用. 应用心理学,22(4),334—342.
doi: 10.3969/j.issn.1006-6020.2016.04.005 |
|
叶宝娟, 符皓皓, 杨强, 等 教师关怀行为对青少年网络成瘾的影响: 领悟社会支持与学业自我效能感的链式中介效应 中国临床心理学杂志 2017 25 6 1168 1170 叶宝娟, 符皓皓, 杨强, 等. (2017). 教师关怀行为对青少年网络成瘾的影响: 领悟社会支持与学业自我效能感的链式中介效应. 中国临床心理学杂志,25(6),1168—1170. | |
张皓辰, 秦雪征 父母的教养方式对青少年人力资本形成的影响 财经研究 2019 45 2 46 58 张皓辰, 秦雪征. (2019). 父母的教养方式对青少年人力资本形成的影响. 财经研究,45(2),46—58. | |
张诗钦. (2020). 小学教师关怀行为研究. 上海: 华东师范大学硕士学位论文. | |
郑磊, 祁翔 学前教育经历与城乡学生的多维非认知能力差距 学前教育研究 2020 11 43 57 郑磊, 祁翔. (2020). 学前教育经历与城乡学生的多维非认知能力差距. 学前教育研究,(11),43—57.
doi: 10.3969/j.issn.1007-8169.2020.11.005 |
|
郑清, 叶宝娟, 夏扉, 等 教师关怀行为对初中生抑郁的影响: 冗思与宽恕的中介作用 中国临床心理学杂志 2017 25 1 159 162 郑清, 叶宝娟, 夏扉, 等. (2017). 教师关怀行为对初中生抑郁的影响: 冗思与宽恕的中介作用. 中国临床心理学杂志,25(1),159—162. | |
周金燕 人力资本内涵的扩展: 非认知能力的经济价值和投资 北京大学教育评论 2015 13 1 78 95,189,190 周金燕. (2015). 人力资本内涵的扩展: 非认知能力的经济价值和投资. 北京大学教育评论,13(1),78—95,189,190.
doi: 10.3969/j.issn.1671-9468.2015.01.005 |
|
周金燕 中小学生非认知技能的测量及实证表现: 以中国六省市数据为基础 北京大学教育评论 2021 19 1 87 108,191,192 周金燕. (2021). 中小学生非认知技能的测量及实证表现: 以中国六省市数据为基础. 北京大学教育评论,19(1),87—108,191,192. | |
Bastian, K. C., Mccord, D. M., Marks, J. T., & Carpenter, D. (2017). A temperament for teaching? associations between personality traits and beginning teacher performance and retention. AERA Open, 3(1), 1 − 7. | |
Bergman, P Parent-child information frictions and human capital investment: Evidence from a field experiment Journal of Political Economy 2021 129 1 286 322 Bergman, P. (2021). Parent-child information frictions and human capital investment: Evidence from a field experiment. Journal of Political Economy, 129(1), 286—322. | |
Bowles, S., & Gintis, H Schooling in capitalist america: educational reform and the contradictions of economic life Journal of Economic History 1976 37 2 340 492 Bowles, S., & Gintis, H. (1976). Schooling in capitalist america: educational reform and the contradictions of economic life. Journal of Economic History, 37(2), 340—492. | |
Brunello, G., & Schlotter, M Non-cognitive skills and personality traits: labour market relevance and their development in education & training systems Social Science Electronic Publishing 2011 1 1 62 7 Brunello, G., & Schlotter, M. (2011). Non-cognitive skills and personality traits: labour market relevance and their development in education & training systems. Social Science Electronic Publishing, 1(1), 62—7. | |
Capps, M. A Teacher perceptions of middle school students’ sense of belonging in southeast Texas Journal of Educational Research and Policy Studies 2004 4 1 20 Capps, M. A. (2004). Teacher perceptions of middle school students’ sense of belonging in southeast Texas. Journal of Educational Research and Policy Studies, 4, 1—20. | |
Carey, E., Cooper, Robert, & Crosnoe The engagement in schooling of economically disadvantaged parents and children Youth & Society 2016 38 3 372 391 Carey, E., Cooper, Robert, & Crosnoe. (2016). The engagement in schooling of economically disadvantaged parents and children. Youth & Society, 38(3), 372—391. | |
Cassidy, W., & Bates, A Drop-outs and push-outs: Finding hope at a school that actualized the ethic of care American Journal of Education 2005 112 1 66 102 Cassidy, W., & Bates, A. (2005). Drop-outs and push-outs: Finding hope at a school that actualized the ethic of care. American Journal of Education, 112(1), 66—102.
doi: 10.1086/444524 |
|
Gerrit, Mueller, Erik, & Plug. (2006). Estimating the effect of personality on male and female earnings. Industrial & Labor Relations Review. | |
Heckman, J. J., Stixrud, J., & Urzua, S The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior Journal of Labor Economics 2006 24 3 411 482 Heckman, J. J., Stixrud, J., & Urzua, S. (2006). The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior. Journal of Labor Economics, 24(3), 411—482. | |
Heckman, J. J., & Kautz, T Hard evidence on soft skills Labour Economics 2012 19 4 451 464 Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour Economics, 19(4), 451—464.
doi: 10.1016/j.labeco.2012.05.014 |
|
Heckman, James, J., Rubinstein, & Yona The importance of noncognitive skills: lessons from the ged testing program American Economic Review 2001 91 2 145 149 Heckman, James, J., Rubinstein, & Yona. (2001). The importance of noncognitive skills: lessons from the ged testing program. American Economic Review, 91(2), 145—149. | |
Heineck, G., & Anger, S The returns to cognitive abilities and personality traits in Germany Labour Economics 2010 17 3 535 546 Heineck, G., & Anger, S. (2010). The returns to cognitive abilities and personality traits in Germany. Labour Economics, 17(3), 535—546.
doi: 10.1016/j.labeco.2009.06.001 |
|
Johnson, & John, A Measuring thirty facets of the five factor model with a 120-item public domain inventory: development of the ipip-neo-120 Journal of Research in Personality 2014 51 78 89 Johnson, & John, A. (2014). Measuring thirty facets of the five factor model with a 120-item public domain inventory: development of the ipip-neo-120. Journal of Research in Personality, 51, 78—89.
doi: 10.1016/j.jrp.2014.05.003 |
|
Kautz, T., Heckman, J. J., Diris, R., Weel, B. T., & Borghans, L. (2014). Fostering and measuring skills: improving cognitive and non-cognitive skills to promote lifetime success. Social Science Electronic Publishing. | |
King, P. C. (2013). A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors. Kennesaw State University. | |
Kraft, M. A., & Rogers, T The underutilized potential of teacher-to-parent communication: evidence from a field experiment Economics of Education Review 2015 47 49 63 Kraft, M. A., & Rogers, T. (2015). The underutilized potential of teacher-to-parent communication: evidence from a field experiment. Economics of Education Review, 47, 49—63.
doi: 10.1016/j.econedurev.2015.04.001 |
|
Linda, Kramer, & Schlosser Teacher distance and student disengagement: school lives on the margin Journal of Teacher Education 1992 43 2 128 140 Linda, Kramer, & Schlosser. (1992). Teacher distance and student disengagement: school lives on the margin. Journal of Teacher Education, 43(2), 128—140.
doi: 10.1177/0022487192043002006 |
|
Maccoby, E. E., & Martin, J. A Socialization in the context of the family: Parent-child interaction Handbook of child psychology 1983 4 1 101 Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family: Parent-child interaction. Handbook of child psychology, 4, 1—101. | |
Overstreet, S., Devine, J., Bevans, K., & Efreom, Y. (2005). Predicting parental involvement in children’s schooling within an economically disadvantaged african american sample. Psychology in the Schools, 42(1), 101−111. | |
Sibley, E., & Dearing, E Family educational involvement and child achievement in early elementary school for american‐born and immigrant families Psychology in the Schools 2014 51 8 814 831 Sibley, E., & Dearing, E. (2014). Family educational involvement and child achievement in early elementary school for american‐born and immigrant families. Psychology in the Schools, 51(8), 814—831.
doi: 10.1002/pits.21784 |
|
Smetana, J. G Current research on parenting styles, dimensions, and beliefs Current Opinion in Psychology 2017 15 19 25 Smetana, J. G. (2017). Current research on parenting styles, dimensions, and beliefs. Current Opinion in Psychology, 15, 19—25.
doi: 10.1016/j.copsyc.2017.02.012 |
|
Westerberg, D., Newland, R., & Mendez, J. L. (2020). Beyond the classroom: the protective role of student–teacher relationships on parenting stress. Early Childhood Education Journal, 48, 633−642. | |
Wong, R., Ho, F., Wong, W., Tung, K., Chow, C. B., & Rao, N., et al. (2018). Parental involvement in primary school education: its relationship with children's academic performance and psychosocial competence through engaging children with school. Journal of Child and Family Studies, 27, 1544−1555. | |
Yue, A., Bai, Y., Shi, Y., Luo, R., Rozelle, S., & Medina, A., et al Parental migration and early childhood development in rural china Demography 2020 57 Yue, A., Bai, Y., Shi, Y., Luo, R., Rozelle, S., & Medina, A., et al. (2020). Parental migration and early childhood development in rural china. Demography, 57. |
[1] | 张静. 智商与情商哪个对学习更重要?[J]. 华东师范大学学报(教育科学版), 2022, 40(11): 69-79. |
阅读次数 | ||||||
全文 |
|
|||||
摘要 |
|
|||||