学校心理环境与小学4～6年级学生认知能力发展的关系：基于全国代表性数据的多水平分析

The Roles of School Psychological Environment in Grades 4～6 Students' Cognitive Development: A Multilevel Analysis of the National Representative Data

基于中国儿童青少年心理发育特征数据库，采用多水平建模分析来自全国100个区县421所学校12 023名小学4-6年级学生报告的学校心理环境特征对同学校12，019名小学生认知能力发展的影响及其作用特点。结果表明：（1）小学4-6年级学生认知能力发展中超过24％的变异来自学生以外的学校和区县。（2）在控制学生年级、性别、家庭背景和学校所在地、师资和生源特点等基本特征后，学校水平的心理环境特点仍然可以显著解释小学4-6年级学生认知能力10％～24％的学校间变异，其中公平与公正感的作用相对最强。（3）学校积极心理环境对学生认知能力发展的作用具有累积性，并对女生、来自收入较低家庭、来自总体家长文化水平较低学校学生的认知发展具有更强的保护性作用。本研究扩展了学校心理环境的多水平分析，为在基础教育质量评价中开展学校心理环境的评估提供了实证依据。

In this study, the roles of different dimensions of the collective perception of psychological environment at school-level in grades 4-6 students＇ cognitive development were investigated with multilevel models on the national representative data from the National Children＇s Study of China. The collective perception of the psychological environment at school level was from 12,023 grades 4-6 students from 421 elementary schools of 100 counties around China, using the Positive School Environment Questionnaire as the assessment tool. Another sample of 12,019 students from the same schools was assessed by cognitive tests. Results showed that： （1） More than 24% variance of cognitive development in 4-6 graders was from schools and counties. （2） The four dimensions of school psychological environment significantly accounted for students＇ cognitive development （ranging from 10%-24%）, even controlling for students＇ grade level, gender, family background, school location, school teachers＇ education level and school collective family education level. Students＇ perception of equality and fairness at school level accounted for much more variance of students＇ cognitive development. （3） The collective perception of the psychological environment at the school level accounted for more variance of cognitive development of students in later grades, and reduced gaps in cognitive development from gender, family income and school collective family education level. This study extended the multilevel analysis of the roles of collective perception of school psychological environment, and offered direct empirical evidence for including school psychological environment in the assessment of basic education quality.