从数据分析看非认知能力因素对学生学业表现的影响  

Influence of Non-cognitive Ability Factors on Students'Academic Performance from Data Analysis

作　　者：梁茜 皇甫林晓 LIANG Xi;HUANG-FU Linxiao(Shanghai Normal University,Shanghai 200234,China;Suzhou University of Science and Technology,Suzhou 215009,China)

机构地区：[1]上海师范大学教育学院,上海200234 [2]苏州科技大学教育学院,上海200234

出　　处：《比较教育学报》2024年第1期97-111,共15页Journal of Comparative Education

基　　金：2023年度教育部人文社会科学研究青年基金项目:“双减”视域下普通高中办学质量评价改革的循证研究(项目编号:23YJC880059)。

摘　　要：基于SSES 2019的测评数据,运用两水平分层线性模型(HLM)探究学生及学校层面的非认知能力因素对学生学业表现的影响。研究发现,在学生层面,个人背景因素、在校感受、社会与情感能力水平均对学生的学业表现具有显著性影响;在学校层面,学校氛围及人际关系显著影响学生的学业表现。应进一步关注学生认知能力与非认知能力的个体化差异;重视学生的在校感受,形成更具关怀性的学校氛围;加强社会与情感能力培育的支持框架建设;优化学校内部的人际关系,促进教师社会与情感能力的发展。Based on the evaluation data of OECD SSES 2019,this study uses the two-level hierarchical linear model(HLM)to explore the impact of students'and school level noncognitive factors on students'academic performance.The study found that,at the student level,personal background factors,school feelings,social and emotional ability levels have a significant impact on students'academic performance.At the school level,school atmosphere and interpersonal relationship significantly affect students'academic performance.We should pay more attention to the individual differences in students'cognitive ability and non-cognitive ability,pay attention to students'feelings in school,form a more caring school atmosphere,strengthen the construction of the support framework for the cultivation of social and emotional abilities,optimize the interpersonal relationship within the school,and promote the development of teachers'social and emotional abilities.

关 键 词：非认知能力 学业表现 社会与情感能力 HLM 

分 类 号：G4[文化科学—教育学]