Fu Wangqian, Pan Qianqian, Yuan Ying, Chen Guanyu
Faculty of Education, Beijing Normal University, Beijing, China.
Centre for Research in Pedagogy and Practice, Office of Education Research, National Institute of Education, Nanyang Technological University, Singapore, Singapore.
Front Psychol. 2022 Aug 23;13:872301. doi: 10.3389/fpsyg.2022.872301. eCollection 2022.
The study aims to discuss the longitudinal impact of the parent-teacher relationship on students' academic achievements in China.
Based on the China Education Panel Survey, covering the data from 438 classes of 112 schools in 28 county-level administrative areas in China, we used the hierarchical linear model to analyze the data.
We found that the parents' active communication with teachers, parents' participation in parent meetings, teachers' active contact, whether parents are afraid to communicate with teachers, and parents' willingness to participate in parent meetings have significant relationships with students' academic achievements. At the class level, the extent of teachers' stress from parents' requests and teachers' perception of respect from parents also affected students' academic achievements significantly in the Chinese context.
There was a longitudinal association between the parent-teacher relationship and students' academic achievements. The practical implication was discussed in the paper.
本研究旨在探讨中国家长与教师关系对学生学业成绩的纵向影响。
基于中国教育追踪调查，涵盖中国28个县级行政区112所学校438个班级的数据，我们使用分层线性模型对数据进行分析。
我们发现，家长与教师的积极沟通、家长参加家长会的情况、教师的主动联系、家长是否害怕与教师沟通以及家长参加家长会的意愿与学生的学业成绩有显著关系。在班级层面，在中国背景下，家长要求给教师带来的压力程度以及教师对家长尊重的感知也对学生的学业成绩有显著影响。
家长与教师关系和学生学业成绩之间存在纵向关联。本文讨论了其实际意义。
