Martin Andrew J, Burns Emma C, Kennett Roger, Pearson Joel, Munro-Smith Vera
School of Education/School of Psychology, University of New South Wales, Sydney, NSW, Australia.
Department of Educational Studies, Macquarie University, Macquarie Park, NSW, Australia.
Front Psychol. 2021 Jan 5;11:608949. doi: 10.3389/fpsyg.2020.608949. eCollection 2020.
Boarding school is a major educational option for many students (e.g., students living in remote areas, or whose parents are working interstate or overseas, etc.). This study explored the motivation, engagement, and achievement of boarding and day students who are educated in the same classrooms and receive the same syllabus and instruction from the same teachers (thus a powerful research design to enable unique comparisons). Among 2,803 students (boarding = 481; day = 2,322) from 6 Australian high schools and controlling for background attributes and personality, we found predominant parity between boarding and day students in their motivation, engagement, and achievement. We also found that classroom-average motivation, engagement, and achievement was not significantly affected by the number of boarders (relative to day students) in the classroom. In addition, the effects of boarding were generally not moderated by students' background or personality attributes. We conclude that boarders have academic opportunities and outcomes that are comparable to their day student counterparts. Implications for students, teachers, and parents are discussed.
寄宿学校是许多学生的主要教育选择（例如，居住在偏远地区的学生，或父母在州际或海外工作的学生等）。本研究探讨了在同一间教室接受教育、学习相同课程大纲并由同一位教师授课的寄宿生和走读生的动机、参与度和学业成绩（因此这是一种强大的研究设计，能够进行独特的比较）。在来自6所澳大利亚高中的2803名学生中（寄宿生 = 481人；走读生 = 2322人），在控制了背景特征和个性因素后，我们发现寄宿生和走读生在动机、参与度和学业成绩方面基本相当。我们还发现，课堂上寄宿生的数量（相对于走读生）对课堂平均动机、参与度和学业成绩没有显著影响。此外，寄宿的影响通常不会因学生的背景或个性特征而有所不同。我们得出结论，寄宿生的学习机会和成绩与走读生相当。文中还讨论了该研究对学生、教师和家长的启示。
