Li Jun, Hu Ziao, Pan Ling
School of Finance and Economics, Hainan Vocational University of Science and Technology, Haikou, China.
Department of Education Management, Chinese International College, Dhurakij Pundit University, Bangkok, Thailand.
Front Psychol. 2022 Aug 8;13:933695. doi: 10.3389/fpsyg.2022.933695. eCollection 2022.
School support is of great significance to students' academic quality and overall physical and psychological development. However, there is still ambiguity in the English and Chinese studies on the concept and measurement tools of school support. The data for this study were sourced from the literature on school support included in the China National Knowledge Network (CNKI) and Web of Science (WOS) from 2000 to 2021. A systematic literature review was conducted through literature inclusion and data extraction according to the PRISMA guidelines. Finally, 36 core-journal articles with high academic reference value and authority are identified, including seven in Chinese and 29 in English. The following results were obtained: (1) Related research in both Chinese and English showed an overall increasing trend. (2) The concepts and measurement tools of school support were not clear, and most studies used concepts and measurement tools of "social support" or "school climate" as substitutes for school support. (3) Most of the previous studies were based on social support theory, ecological system theory, and school climate theory. (4) The research mainly adopts quantitative research methods and focuses on special student populations or students below the high school level. Overall, previous studies indicated that school support has a positive impact on student development. Therefore, future research should be broadly extended to the knowledge system in higher education. On the basis of clarifying the concept of school support, it is necessary to try to develop and validate school support measurement tools with great reliability, validity, and general applicability to provide a practical reference for educators around the world.
学校支持对学生的学业质量以及身心全面发展具有重要意义。然而，关于学校支持的概念和测量工具，中英文研究仍存在模糊之处。本研究的数据来源于中国知网（CNKI）和科学网（WOS）中2000年至2021年有关学校支持的文献。根据PRISMA指南，通过文献纳入和数据提取进行了系统的文献综述。最终，确定了36篇具有高学术参考价值和权威性的核心期刊文章，其中中文7篇，英文29篇。得到以下结果：（1）中英文相关研究总体呈上升趋势。（2）学校支持的概念和测量工具不明确，大多数研究使用“社会支持”或“学校氛围”的概念和测量工具来替代学校支持。（3）以往大多数研究基于社会支持理论、生态系统理论和学校氛围理论。（4）研究主要采用定量研究方法，关注特殊学生群体或高中以下水平的学生。总体而言，以往研究表明学校支持对学生发展有积极影响。因此，未来研究应广泛扩展到高等教育知识体系。在明确学校支持概念的基础上，有必要尝试开发和验证具有高信度、效度和普遍适用性的学校支持测量工具，为全球教育工作者提供实践参考。
