心理发展与教育 ›› 2016, Vol. 32 ›› Issue (1): 56-64.doi: 10.16187/j.cnki.issn1001-4918.2016.01.08

• 教与学习理学 • 上一篇    下一篇

学校群体构成对流动儿童数学学业成就的影响:一项多水平分析

张云运1, 骆方2, 董奇3, 刘方琳4   

  1. 1. 北京师范大学中国基础教育质量监测协同创新中心, 北京 100875;
    2. 北京师范大学心理学院, 北京 100875;
    3. 北京师范大学认识神经科学与学习国家重点实验室, 北京 100875;
    4. 北京体育大学运动人体科学学院, 北京 100875
  • 出版日期:2016-01-15 发布日期:2016-01-15
  • 通讯作者: 骆方,Email:luof@bnu.edu.cn E-mail:luof@bnu.edu.cn
  • 基金资助:

    教育部人文社会科学研究青年基金项目"多元环境交互背景下学校群体隔离对流动儿童学校适应的影响"(14YJC190026);中央高校基本科研业务专项资金项目(SKZZX2013093);国家科技基础性工作专项重点项目(2006FY110400).

Effect of School Composition on Migrant Children's Mathematics Academic Achievement in China

ZHANG Yunyun1, LUO Fang2, Dong Qi3, LIU Fanglin4   

  1. 1. Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing 100875;
    2. School of Psychology, Beijing Normal University, Beijing 100875;
    3. Beijing Normal University State Key Laboratory for Cognitive Neuroscience and Learning, Beijing 100875;
    4. College of Kinetics, Beijing Sport University, Beijing 100084
  • Online:2016-01-15 Published:2016-01-15

PDF (PC)

被引次数

6

摘要： 学校群体构成是影响儿童学业成就的重要环境变量,并对流动儿童具有不同于本地儿童的特殊效应。本研究数据来自"中国儿童青少年心理发育特征调查"项目建立的数据库,被试是我国发达地区32个区县141所学校的4960名2-6年级儿童,流动儿童所占比例为14.5%。结果发现:(1)无论流动儿童还是本地儿童,学校社会经济地位越高,儿童的数学学业成就越好;学校流动儿童比例对儿童的数学学业成就没有影响;(2)学校社会经济地位越高,短期流动儿童相对于本地儿童的数学学业劣势越大;(3)学校流动儿童比例越高,长期流动儿童相对于本地儿童的数学学业劣势越小。

关键词: 学校群体构成, 流动儿童, 学校社会经济地位, 学校流动儿童比例, 数学学业成就

Abstract: This study examined the effect of school composition on mathematics academic achievement on migrant children and native children in mainland China. Two school composition indictors, school-SES and school proportion of migrant children were investigated. Data were from 4960 elementary students (including 14.5% migrant children) in grades 2 to 6 of 32 developed counties. The results showed:1) school-SES positively influences mathematics academic achievement, while the effect of school proportion of migrant children was not significant; 2) school-SES moderated the migration effect on short-term migrant children's mathematics academic achievement. Compared with native children, the academic disadvantage of short-term migrant children in high SES school were worse than in low SES schools; 3) School proportion of migrant children buffered the migration effect on long-term migrant children's mathematics academic achievement. The academic disadvantage of long-term migrant children decreased in school with more migrant peers.

Key words: school composition, migrant children, school-SES, school proportion of migrant children, mathematics academic achievement

中图分类号: 

  • G442

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