学校学业乐观:提升学生学业成就的合力  

Academic Optimism of Schools:A Resultant Force for Improving Student Academic Achievement

作　　者：孙文梅[1] 吕红梅[2] 严文蕃 郭芳芳[1] 

机构地区：[1]北京师范大学心理学院,北京100875 [2]北京教育学院校长研修学院,北京100120 [3]Leadership in Education,University of Massachusetts Boston

出　　处：《北京师范大学学报（社会科学版）》2010年第6期46-51,共6页Journal of Beijing Normal University(Social Sciences)

摘　　要：学校学业乐观是教师群体对教与学的积极信念与态度及由此形成的良好学校氛围,由注重学业成就、教师集体效能感以及教师对家长和学生的信任这三个协同作用的成分构成。与社会经济地位、学生先前的学习成就等因素相比,学校学业乐观更能稳定而显著地预测学生的学业成就。学校学业乐观概念的提出及结构成分的确立源自积极心理学、学校组织行为学、教育心理学等多学科的理论与实证研究的支持。This critical synthesis incorporates both theoretical and empirical literature on academic optimism of schools.Academic optimism as a collective property of the culture of schools comprises of three highly related concepts：teacher collective efficacy,faculty trust in parents and students,and academic emphasis on creating positive and challenging academic environment for students.Empirical studies have found that academic optimism has significant contribution to student achievement in schools,after controlling for socioeconomic status,prior achievement,and other demographic characteristics.The theoretical frame that guided academic optimism study is positive psychology,social cognitive theory,and school organizational behavior theory.The trends in conceptualization,methods,and outcome measures of academic optimism are assessed.The implications and future research directions for academic optimism study are also discussed.

关 键 词：学校学业乐观 注重学业成就 教师集体效能感 教师对家长和学生的信任 

分 类 号：G44[哲学宗教—心理学]