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  

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

作　　者：张云运[1] 骆方[2] 董奇[3] 刘方琳[4] 

机构地区：[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　　处：《心理发展与教育》2016年第1期56-64,共9页Psychological Development and Education

基　　金：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)

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。This study examined the effect of school composition on mathematics academic achievement on migrant children and native children in China's Mainland. 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.

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 

分 类 号：G442[哲学宗教—心理学]