教师支持对流动儿童学校适应的影响及其机制研究——基于CEPS(2014-2015)数据的实证分析

The Effect of Teachers’ Support on School Adaptation of Chinese Migrant Children and its Mechanisms——An Empirical Analysis Based on CEPS 2014-2015

采用中国教育追踪调查(CEPS)2014-2015学年追访调查数据,探讨了教师支持对流动儿童学校适应的影响及内在中介机制。研究发现:流动儿童学校适应显著低于城市本地儿童;教师支持显著正向影响流动儿童的自我教育期望、心理健康状况及学校适应;自我教育期望、心理健康状况在教师支持和流动儿童学校适应之间发挥部分中介作用;教师支持的三个维度对流动儿童学校适应的影响机制存在差异,教师学业支持通过自我教育期望影响学校适应,教师情绪支持通过心理健康状况影响学校适应,教师关系支持则通过自我教育期望和心理健康状况共同影响学校适应。

Using data from 2014-2015 China Education Panel Survey,the current study focused on the role of teachers’support on school adaptation of Chinese migrant children,as well as the processes and mechanisms.The analyses revealed that:(1)the school adaptation of migrant children was significantly lower than that of urban local children;(2)teachers’support and its three sub-dimensions had positive effects on self-educational expectations,mental health and school adaptation;(3)self-educational expectations and mental health played an intermediate role between teachers’support and school adaptation of migrant children;(4)the three dimensions of teachers’support had different influence mechanisms on school adaptation of migrant children;(5)teachers’academic support influenced school adaptation through self-educational expectations,teachers’emotional support influenced school adaptation through mental health,and teachers’relationship support influenced school adaptation through self-educational expectations and mental health.