师幼互动质量与儿童发展的领域内和跨领域关联——基于国内外45项实证研究的元分析

doi:10.16187/j.cnki.issn1001-4918.2025.03.04

摘要/Abstract

摘要： 为了厘清师幼互动特定质量与儿童发展不同领域之间具体存在哪些领域内和跨领域关联以及各自的关联程度,本研究对国内外45项实证研究(含570个效应量)进行了元分析。结果显示:组织支持与执行功能、教学支持与语言发展之间均存在领域内显著正相关;情感支持和组织支持与语言发展、情感支持与数学发展之间均存在跨领域显著正相关。调节效应分析发现,以上五组关系在中国样本、非低收入家庭样本、纵向研究设计和幼儿园大班时的相关程度更高。以上结果证实了组织支持和教学支持与儿童发展之间主要是领域内关联;情感支持与儿童学业发展的跨领域关联最强,但未发现与社会性发展的领域内关联;以上关系大多会受到样本地区、样本家庭背景和所处教育阶段的调节。这为今后更有针对性地探究师幼互动对儿童发展的影响机制以及师幼互动质量干预或教师培训提供了新的视角和理论依据。

关键词: 师幼互动质量, 儿童发展, 领域内关联, 跨领域关联, 元分析

Abstract: To verify whether various types of teacher-child interactions are independent or in combination contribute to different domains of child outcomes, a meta-analysis of 45 empirical studies consisting of 570 independent effect sizes that meet the inclusion criteria were conducted. The results showed that: There were significant within-domain positive links between organizational support and executive function as well as instructional support and language development; there were significant cross-domain positive links between emotional and organizational support and language development as well as emotional support and mathematical development. The moderating effect analysis showed that the above five groups of relationships were more correlated in the Chinese sample, the non-low-income family sample, the longitudinal study design and the kindergarten class. These results confirmed that emotional support mainly has a cross-domain influence on academic development, while both organizational support and instructional support have within-domain effects on the aligned developmental domain; most of the above relationships are regulated by sample region, family background and education stage. This stady provides a new perspective and theoretical basis for more targeted research on the influence mechanism of teacher-child interaction on children’s development and the quality intervention of teacher-child interaction or teacher training.

Key words: teacher-child interaction quality, child outcomes, within-domain links, cross-domain links, meta-analysis

中图分类号:

B844

李莉, 李倩倩, 阮世芳, 张云运. 师幼互动质量与儿童发展的领域内和跨领域关联——基于国内外45项实证研究的元分析[J]. 心理发展与教育, 2025, 41(3): 332-347.

LI Li, LI Qianqian, NGUYEN Thiphuong, ZHANG Yunyun. Within- and Cross-domain Associations between the Quality of Teacher-child Interaction and Child Outcomes: A Meta-analysis Based on 45 Empirical Studies[J]. Psychological Development and Education, 2025, 41(3): 332-347.

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