Moderation effects of teacher support and disciplinary climate on SES and reading relation in high and low globally competitive economies

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Studies in Educational Evaluation Pub Date : 2024-07-29 DOI:10.1016/j.stueduc.2024.101389

Leifeng Xiao , Aohua Ni , Kit-Tai Hau

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Abstract

We examined how teacher support and disciplinary climate may have additional benefits for students from low (or high) socioeconomic status (SES) families in high and low globally competitive economies. Multilevel regression analyses on 184102 students from 6397 schools from diversified globally competitive economies in the Programme for International Student Assessment (PISA) showed that: (a) students in high SES families benefited more in reading in higher than lower globally competitive economies; (b) greater teacher support improved reading in high than low globally competitive economies; (c) teacher support would alleviate the negative impact of low SES on reading; and (d) a positive disciplinary climate enhances reading performance in both high and low globally competitive economies, with SES effects being more pronounced in schools with a positive disciplinary climate, especially in low globally competitive economies. Practical implications, limitations, and future research directions are discussed.

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在全球竞争力高和全球竞争力低的经济体中，教师支持和学科氛围对社会经济地位和阅读关系的调节作用

我们研究了在全球竞争力较高和较低的经济体中，教师支持和纪律氛围如何为来自社会经济地位（SES）较低（或较高）家庭的学生带来额外的益处。在国际学生评估项目（PISA）中，我们对来自 6397 所全球竞争力多元化经济体学校的 184102 名学生进行了多层次回归分析，结果表明(a) 在全球竞争力较高的经济体中，高社会经济地位家庭的学生比低社会经济地位家庭的学生在阅读方面受益更多；(b) 在全球竞争力较高的经济体中，教师的更多支持比低社会经济地位家庭的学生在阅读方面受益更多；(c) 教师的支持会减轻低社会经济地位对阅读的负面影响；以及 (d) 在全球竞争力较高和较低的经济体中，积极的纪律氛围都会提高学生的阅读成绩，而在纪律氛围积极的学校中，社会经济地位的影响更为明显，尤其是在全球竞争力较低的经济体中。本研究还讨论了实际意义、局限性和未来研究方向。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.