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

doi:10.16382/j.cnki.1000-5560.2023.05.008

摘要/Abstract

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。

关键词: 教师关怀, 非认知能力, 农村儿童, 大五人格

Abstract:

Based on the data of the China Education Panal Survey (CEPS), this paper analyzes the influence of teacher care on the development of non-cognitive ability of rural children and its mechanism from the perspective of home-school co-education by regression analysis and KHB intermediary effect test. According to the conscientiousness, agreeableness, neuroticism, openness and extraversion under the framework of the Big Five personality theory to measure non-cognitive ability, the study found that the subjective teacher care can significantly improve the development of non-cognitive ability of rural children, and the objective teacher care can have a differentiated effect on the non-cognitive ability of rural children. Specifically, teachers’ learning care has a significant positive effect on rural children’s extroversion, agreeableness and conscientiousness, and significantly improves their neuroticism. Teacher’s psychological care can significantly improve the agreeableness and conscientiousness of rural children, and teachers’ dating care can significantly improve the rural children’s extroversion and openness. We also found that teacher care will affect the non-cognitive ability of rural children by the improvement of parenting. This mechanism is achieved through the parents’ response and demander to the children, and compared with the parents’ demander, the contribution of parents’ response to the needs of their children is greater.

Key words: teacher care, non-cognitive ability, rural children, Big Five personality theory

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.

图/表 10

图 1

图 2

表 1

表 2

表 3

表 4

表 5

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
	学习关怀	(0.033)	(0.031)	(0.029)	(0.031)	(0.030)
	心理关怀	0.067	0.051	0.010	0.026	0.049
	心理关怀	(0.043)	(0.042)	(0.040)	(0.041)	(0.039)
	交友关怀	0.104**	0.118***	0.014	0.114**	0.025
	交友关怀	(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***
	学习关怀	(0.033)	(0.033)	(0.031)	(0.032)	(0.031)
	心理关怀	0.021	0.084**	?0.020	0.082**	0.102***
	心理关怀	(0.043)	(0.042)	(0.041)	(0.042)	(0.039)
	交友关怀	0.088*	?0.038	0.0424	0.102**	?0.076
	交友关怀	(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***
	学习关怀	(0.045)	(0.043)	(0.041)	(0.041)	(0.038)
	心理关怀	0.027	0.023	?0.020	0.038	0.028
	心理关怀	(0.063)	(0.058)	(0.057)	(0.056)	(0.051)
	交友关怀	0.091	0.140**	0.108*	0.086	?0.069
	交友关怀	(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
	学习关怀	(0.028)	(0.027)	(0.025)	(0.027)	(0.027)
	心理关怀	0.045	0.083**	0.020	0.058	0.086**
	心理关怀	(0.035)	(0.036)	(0.034)	(0.036)	(0.034)
	交友关怀	0.105**	?0.002	?0.006	0.100**	?0.006
	交友关怀	(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
	学习关怀	(0.111)	(0.112)	(0.122)	(0.120)	(0.117)
	心理关怀	?0.044	0.082	?0.307**	0.018	0.184
	心理关怀	(0.146)	(0.134)	(0.133)	(0.134)	(0.149)
	交友关怀	0.101	?0.079	0.058	0.309***	?0.118
	交友关怀	(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 6

图 3

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%

表 7

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	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

	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	差异(Cohen’s d)
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

	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***
教师对孩子负责	(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***
教师对孩子耐心	(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

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[2]	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.