初中生认知能力的影响因素探究——基于CEPS的多层线性模型分析  

The Influential Factors of Cognitive Competence of Junior Middle School Students:An HLM Model Analysis Based on CEPS

作　　者：杨杰林 YANG Jielin(School of Education,Henan University,Kaifeng,Henan,475004,China)

机构地区：[1]河南大学教育学部,河南开封475004

出　　处：《盐城师范学院学报（人文社会科学版）》2024年第3期77-87,共11页Journal of Yancheng Teachers University（Humanities & Social Sciences Edition)

摘　　要：基于中国教育追踪调查数据,运用多层线性模型(HLM)探究初中生认知能力的影响因素,在学生个体层面、学校层面和跨层级交互作用上得到一系列研究结论。学生的性别、非认知能力、学习态度、积极同伴、消极同伴、家长教育期望和家庭社会经济地位都会对其认知能力产生影响;高级教师比例、学校设施、学校不良氛围和学校地域也都会对学生认知能力产生影响;师生比、图书数量和学校设施与学生性别的存在交互作用,师生比和生均财政与学生的非认知能力存在交互作用,高级教师比例、学校设施和图书数量与学生的学习态度存在交互作用,家校合作和学生的家庭社会经济地位存在交互作用。This research is based on the data of China Education Panel Survey(CEPS),a nation-wide large-scale tracking survey designed and implemented by the National Survey Research Center at Renmin University of China.The researcher conducted a Hierarchical Linear Model(HLM) analysis on the influential factors of the cognitive competence of junior middle school students.The results show that at the student individual level,students' cognitive competence is influenced by the students' gender,non-cognitive ability,learning attitude,positive peer,negative peer,parents' educational expectation and family's economic and social status;at the school level,it is influenced by the proportion of senior teachers,school facilities,bad school climate and school's geographical situation;there are cross-level interactions between students' gender and teacher-student ratio,number of books and school facilities;between students' non-cognitive ability and teacher-student ratio,the average financial allocation of students;students' learning attitude and proportion of senior teachers,school facilities,the number of books in the library;parent-school cooperationand student family' social and economic status.

关 键 词：认知能力 多层线性模型(HLM) 初中生 

分 类 号：G635.5[文化科学—教育学]