城市随迁子女能力发展及其影响因素:不同就读条件下的实证分析  

The Multilevel Analysis and the Development of Migrant Children in Different Schools

作　　者：王蕊[1] WANG Rui(National Center for Educational Development and Research,100816,Beijing,China)

机构地区：[1]教育部教育发展研究中心教育政策评估研究部,北京100816

出　　处：《全球教育展望》2020年第5期3-18,共16页Global Education

基　　金：全国教育科学“十三五”规划国家一般课题“教育政策评估的国际比较研究”(项目编号:BGA180056)的阶段性研究成果。

摘　　要：本研究以4 540名义务教育阶段在读学生为对象,分析就读于公办学校和民办学校的进城务工人员随迁子女在学业成绩和心理发展两方面的差异。研究表明,就读于公办学校的随迁子女在学业成绩和心理发展方面均显著好于就读于民办学校的随迁子女。研究进一步运用多水平模型分析影响学生发展的个人及家庭因素和学校因素。学生个人和家庭特征是解释学生发展差异的主要因素,学校教师水平、教养方式对学生发展也有重要影响。This study used datasets from surveys of 4 544 students in public school and private school students at one province in China. The purpose was to examine the academic and psychological development differences between children of migrant workers study in public schools and private schools. The academic and psychological development of the children of migrant workers who study in public schools were significantly better than those study in private schools.This study employed multi-level analysis determinants on student level and school level. Our analysis indicated that student and family characteristics were the most powerful variables in explaining the differences in student development, and teacher and teaching style played an important role in student development.

关 键 词：学业成绩 心理发展 影响因素 多水平分析 

分 类 号：G521[文化科学—教育学]