不同文化背景下师生关系对中学生学业成绩的影响差异——基于PISA2012中国上海和美国学生数据的经验研究

The Heterogeneity Effect of Teacher-Student Relationship on Students' Achievement in Different Culture Context: Based on PISA2012 Data of China and USA

基于PISA2012年数据,分析在中美不同文化背景下,不同特征群体师生关系的差异性,以及改善师生关系对不同特征学生群体成绩影响的异质性。研究结果表明:1.美国和中国上海不同性别、不同家庭社会经济文化地位(ESCS)的中学生的师生关系均存在显著差异。2.无论是美国还是中国上海,师生关系对学生的数学成绩均有显著的正向预测作用,即师生关系越和谐越亲密,学生的数学成绩越优秀;美国中学生从改善师生关系中获得的数学成绩收益高于中国上海中学生。3.改善师生关系对美国不同性别、不同ESCS学生群体成绩的影响效应没有显著差异,对中国上海不同ESCS学生群体成绩的影响效应也没有显著差异,但对中国上海不同性别的中学生影响效应有显著不同,男生从改善师生关系中的成绩获益更大。

This study employs 2012 PISA data to explore the difference of teacher-student relationship(TSR) among students with different characteristics, and to estimate the effect of TSR on students' academicachievement both in Shanghai, China and USA. The results suggest that:1.In China and USA, girls and boys,students from different family background enjoy significantly different TSR with teachers;2.Teacher-studentrelationship can significantly predict students' mathematics achievement, the better TSR the students enjoy withteacher, the more mathematics scores they get.USA students benefit more from better TSR;3. In USA, TSR doesnot have heterogeneity effect on the mathematics achievement of students with different gender and economicsocial cultural status(ESCS); In Shanghai, TSR also does not have heterogeneity effect on students with differentESCS background, but it has different effect on boys and girls, that boys can benefit more from improving theirrelationship with teachers than girls.