合作学习环境对学生STEM职业期望的影响:学生知觉父母职业期望和学生知觉成绩重要性的链式中介效应

The Influence of Cooperative Learning Environment on Students'STEM Career Expectation:the Chain Mediating Effect of Career Expectation Belonging to Students'Perceived Parents and Students'Perceived Achievement Importance

借助PISA 2018收集的中国香港、台湾地区及韩国学生样本数据,构建结构方程模型,从学生知觉父母职业期望和学生知觉成绩重要性的视角,探究合作学习环境对学生STEM职业期望产生影响的作用机制。实证分析发现,合作学习环境对学生STEM职业期望的直接影响不显著;学生知觉父母职业期望在合作学习环境和STEM职业期望关系间起中介作用;学生知觉成绩重要性在合作学习环境和STEM职业期望关系间起中介作用;合作学习环境通过“学生知觉父母职业期望→学生知觉成绩重要性”这一链式中介积极预测STEM职业期望。为进一步提升青少年的STEM职业期望,学校、教师与家长需共同努力:大力开展STEM活动,重视多样的评价方式;培养女生的STEM兴趣,援助ESCS较低的学生;尊重子女的想法,尽力拓宽家庭STEM教育资源。

By analyzing the students'samples from Hongkong region,Taiwan region,China and South Korea collected by PISA 2018 data,this paper constructs a structural equation model to explore the action mechanism of cooperative learning environment on students'STEM career expectations from the perspective of students'perceived parents'career expectations and students'perceived achievement importance.Empirical analysis shows that the direct influence of cooperative learning environment on students'STEM career expectations is not significant;students'perceived parents'career expectations plays an intermediary role between cooperative learning environment and STEM career expectations;students'perceived achievement importance plays an intermediary role between cooperative learning environment and STEM career expectation;cooperative learning environment actively predicts STEM career expectations through the chain intermediary of“students'perceived parents'career expectations→students'perceived achievement importance”.In order to further enhance teenagers'STEM career expectations,schools,teachers and parents need to work together:vigorously carry out STEM activities and attach importance to diverse evaluation methods;cultivate girls'interest in STEM and help students with low ESCS;respect children's ideas and try to broaden family STEM education resources.