Faculty of Psychology and Educational Sciences, KU Leuven, Tiensestraat 102 bus 3717, 3000 Leuven, Belgium.
Faculty of Psychology and Educational Sciences, KU Leuven, Tiensestraat 102 bus 3717, 3000 Leuven, Belgium; Faculty of Psychology and Educational Sciences, UGent, Henri Dunantlaan 2, 9000 Ghent, Belgium.
J Sch Psychol. 2024 Aug;105:101322. doi: 10.1016/j.jsp.2024.101322. Epub 2024 May 15.
When students with high cognitive abilities disengage from school, this implies a severe loss of talent to students themselves and to society. Hence, it is important to understand how teachers can prevent disengagement and underachievement in high-ability students. Whereas a large body of research has demonstrated that need-supportive teaching (i.e., the provision of autonomy support, involvement, and structure) and differentiated instruction relate positively to students' academic development, it remains unclear whether such practices would be equally, more, or less beneficial for high-ability students. Drawing on data from a longitudinal four-wave study among early adolescents from Flanders (N = 3586), this study showed that need-supportive teaching in math classes was positively associated with intrinsic motivation, behavioral engagement, and math performance in high-ability students, both at the level of between-student differences and at the level of changes in students over time. Standardized estimates were typically between 0.05 and 0.20 at the between-person level, indicating small effect sizes, with more modest effect sizes at the within-person level. Importantly, these associations were found to be generally equivalent across high- and average-ability students. Comparing the provision of need-supportive teaching to either high- or average-ability students, high-ability students particularly reported more autonomy support from their math teachers than average-ability students, with small effect sizes (i.e., Cohen's d between 0.16 and 0.27). These findings underline the importance of need-supportive teaching to support the motivational and academic development of both high- and average-ability students.
当具有高认知能力的学生脱离学校时，这意味着学生本人和社会都严重流失了人才。因此，了解教师如何防止高能力学生的脱离和成绩不佳非常重要。虽然大量研究表明，支持需求的教学（即提供自主性支持、参与和结构）和差异化教学与学生的学业发展呈正相关，但尚不清楚这些做法对高能力学生是否同样、更有或更少有好处。本研究利用来自佛兰德早期青少年的纵向四波研究（N=3586）的数据，表明数学课上的需求支持性教学与高能力学生的内在动机、行为投入和数学成绩呈正相关，无论是在学生之间的差异水平上，还是在学生随时间的变化水平上。在个体间水平上，标准化估计值通常在 0.05 到 0.20 之间，表明效应量较小，在个体内水平上的效应量较小。重要的是，这些关联在高能力和平均能力学生中普遍存在。将提供需求支持性教学与高能力或平均能力学生进行比较，高能力学生报告他们的数学老师给予他们更多的自主性支持，这与平均能力学生相比，具有较小的效应量（即，Cohen's d 在 0.16 到 0.27 之间）。这些发现强调了需求支持性教学对于支持高能力和平均能力学生的动机和学业发展的重要性。
