师生亲密关系与冲突如何影响中国青少年的数学问题解决：自我效能感与学校氛围的多层次调节中介模型
How teacher-student closeness and conflict contributes to mathematical problem solving in Chinese adolescents: a multilevel moderated mediation model of self-efficacy and school climate.
作者信息
Tan Yuting, Luo Chuanyue, Fan Benchao, Yang Jianqiang, Bian Yufang, Yang Tao
机构信息
Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19, Xinjiekouwai St, Haidian District, 100875 Beijing, China.
出版信息
Curr Psychol. 2023 Mar 27:1-13. doi: 10.1007/s12144-023-04382-x.
The current study investigated how and when two different aspects of teacher-student relationship (TSR; closeness and conflict) influence students' mathematical problem solving ability. Participants were 9163 eighth-grade Chinese adolescents (53.5% male) nested in 908 schools, who took part in a standard mathematics assessment and survey using student questionnaires that were all developed by the Collaborative Innovation Center of Assessment toward Basic Education Quality (CICA-BEQ) in China in 2015. The results indicated that (a) after controlling the factors of gender and SES, teacher-student closeness had a significant and positive effect on mathematical problem solving, while teacher-student conflict did not, (b) the mediating role of mathematical self-efficacy in the relationships of TSRs and mathematical problem solving was confirmed, and (c) school climate negatively moderated the indirect relationships between TSRs and mathematical problem solving.
本研究调查了师生关系（TSR；亲密程度和冲突）的两个不同方面如何以及何时影响学生的数学问题解决能力。参与者是来自908所学校的9163名八年级中国青少年（男性占53.5%），他们参加了一项标准数学评估，并使用了由中国基础教育质量监测协同创新中心（CICA - BEQ）于2015年开发的学生问卷进行调查。结果表明：（a）在控制了性别和社会经济地位因素后，师生亲密程度对数学问题解决有显著的积极影响，而师生冲突则没有；（b）证实了数学自我效能感在师生关系与数学问题解决之间的中介作用；（c）学校氛围对师生关系与数学问题解决之间的间接关系起到了负向调节作用。
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