教师还是父母谁的作用大？——成就目标理论视角下家校共育对小学生学业成绩的影响路径分析-清华大学教育研究

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Title:: Who Matters, Teacher or Parents?The Influence of Home-school Co-education on Pupils’ Academic Achievement from the Perspective of Achievement Goal Theory

作者:: 赵宁宁¹?李文婷²?陈小涵³?陈福美³; 1.北京师范大学文学院语文教育所；2.北京市八一学校；3.北京师范大学中国基础教育质量监测协同创新中心

Author(s):: ZHAO Ning-ning¹?LI Wen-ting² CHEN Xiao-han³?CHEN Fu-mei³; 1.School?of?Chinese?Language?and?Literature,?Beijing?Normal?University；2.Beijing?Bayi?High?School；3.Collaborative?Innovation?Center?of?Assessment?for?Basic?Education?Quality,?Beijing?Normal?University

摘要:: 父母与教师是影响学生学业成绩的重要因素。作为学生成长过程中的重要他人，父母与教师对于学生学业成绩影响机制有所差异。本研究通过对3-6年级4000多名学生的调查，旨在探讨父母与教师对学生语文学习的影响路径。研究结果显示：学生感知到的父母掌握目标、教师掌握目标对学生语文学业成绩有显著性的影响；学习方式是学生感知到的父母掌握目标和教师掌握目标和学业成绩之间的非完全中介。由于学生感知到的父母掌握目标与教师的掌握目标对语文学业成绩的影响不一致，家庭教育和学校教育需要分别着力，形成家校共育的合力，共同促进学生的学业成

Abstract:: Parents and teachers are important factors affecting students’ academic performance. As important others in students’ growth, parents and teachers have different influence mechanisms on students’ academic performance. Through a survey of more than 4000 students in grades 3-6, this study explores the influencing paths of parents and teachers on students’ Chinese language learning. The results show that students’ perceived parental mastery goals and teachers’ mastery goals significantly impact students’ Chinese scores. Learning style is an incomplete intermediary between students’ perception of parents’ and teachers’ mastery goals and academic performance. Because students’ perceived parents’ and teachers’ mastery goals have different influences on Chinese scores, family education and school education should be enhanced simultaneously to form a joint force of home-school co-education and jointly promote students’ academic achievement.