Hughes Jan N, Wu Jiun-Yu, Kwok Oi-Man, Villarreal Victor, Johnson Audrea Y
Department of Educational Psychology, Texas A&M University.
J Educ Psychol. 2012;104(2):350-365. doi: 10.1037/a0026339. Epub 2011 Nov 21.
The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at risk elementary students (52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in grade 2 (24.8%) or grade 3 (74.6%). Child-reported conflict was stable across the 3 years, whereas warmth declined. Boys and African American students reported greater conflict than did girls and Caucasian and Hispanic students. Girls and African American students reported higher warmth than boys and non-African American students. Using path analysis, the authors tested the hypothesis that measures of student motivation in Year 2 mediated the effects of conflict and warmth in Year 1 on reading and math achievement in Year 3. Child-perceived conflict predicted cross-year changes in teacher-rated behavioral engagement, which, in turn, predicted cross-year changes in reading and math achievement. Math competence beliefs also mediated the effect of child- perceived warmth on math achievement. Effects controlled for stability of measures across time, the within-wave association between measures, and baseline measures of IQ and economic adversity. Implications of findings for improving the academic achievement of students at-risk for school failure are discussed.
在690名学业有风险的小学生（52.8%为男生）样本中，研究了学生报告的师生关系质量（TSRQ）对学业动机和成绩的影响。从参与者二年级（24.8%）或三年级（74.6%）开始，连续3年每年收集TSRQ、成绩和动机的测量数据。儿童报告的冲突在3年中保持稳定，而温暖程度有所下降。男孩和非裔美国学生报告的冲突比女孩、白种人和西班牙裔学生更多。女孩和非裔美国学生报告的温暖程度高于男孩和非非裔美国学生。作者使用路径分析检验了以下假设：二年级学生动机的测量中介了一年级冲突和温暖对三年级阅读和数学成绩的影响。儿童感知到的冲突预测了教师评定的行为参与度的跨年变化，而这又反过来预测了阅读和数学成绩的跨年变化。数学能力信念也中介了儿童感知到的温暖对数学成绩的影响。研究结果控制了测量随时间的稳定性、测量之间的同期关联以及智商和经济逆境的基线测量。讨论了研究结果对提高学业失败风险学生学业成绩的启示。
