中小学生学业成绩主要影响因素的元分析

A Meta-Analytic Review of Personal and Social-Contextual Factors in 1-12Academic Performance

基于已有研究,将影响中小学生学业成绩的因素划分为个人因素(动机、自我效能感、成就目标定向)和社会环境因素(父母教养方式、师生关系、同伴关系),并使用多元整合元分析技术对相关文献进行了定性综述和定量分析。研究发现,进入多元整合元分析的六个因素都表现出与学业成绩具有中等程度的相关,其中动机和自我效能感与学业成绩的相关程度最高,父母教养方式与学业成绩的相关程度最低。这一结果表明,教育工作者应重视从学生的个人因素(动机、自我效能感)入手,激发学生对学习的积极准备状态,并重视学校人际关系(同伴关系、师生关系)对学生的影响。

The extensive literature review in the fields of of educational and cognitive psychology has led to identify about a dozen variables that demonstrate direct empirical links to academic achievement at the 1 - 12 level. Those variables are grouped into personal factors（ motivation, self - efficacy, achievement goal orientations ） and social - contextual factors （ parenting style, teacher - student relations, peer relations）. Based on this conceptualization, qualitative review and quantitative analysis were stem from meta analysis of the relative literature. Results indicated that the 6 factors have moderately correlate with performance, motivation and self - efficacy presen- ted the highest degree of correlation meanwhile parenting style shown the lowest degree. This results suggested that educators should start from students＇ personal factors（ motivation,self- efficacy ）to promote positive readiness for study, and attach importance to the effects of school interpersonal relationship（ peer relations, teacher- student relations）.