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

• 教育公平 • 上一篇    下一篇

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

叶晓梅1, 曹晓婕2   

  1. 1. 北京大学国家发展研究院,北京 100871
    2. 北京大学教育学院/教育经济研究所,北京 100871
  • 出版日期:2023-05-01 发布日期:2023-04-26
  • 基金资助:
    全国教育科学“十四五”规划2022年度国家青年课题“社会情感能力视角下乡村学生校园欺凌的防治研究”(CHA220292)

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

Xiaomei Ye1, Xiaojie Cao2   

  1. 1. National School of Development, Peking University, Beijing 100871, China
    2. Graduate School of Education/Institute of Educational Economics, Peking University, Beijing 100871, China
  • 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。

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