教师的作业反馈、学生的作业情绪与学习自尊之间的关系：性别差异的多组分析

IF 3.2 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Social Psychology of Education Pub Date : 2024-03-09 DOI:10.1007/s11218-024-09897-0

Rui Gou, Xin Yang, Xiaohui Chen, Chun Cao, Ning Chen

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引用次数: 0

摘要

学生的作业情绪在很大程度上影响着作业质量、学习活动，甚至学业成绩和负担。因此，鼓励学生积极的作业情绪对学生的发展至关重要。本研究旨在探究教师的三种作业反馈（在黑板上检查作业、批改作业和建设性评语）与中国受试学生的积极和消极作业情绪之间的关系，同时考虑到学业自尊和性别差异在这些潜在关系中的中介效应。928 名 4-6 年级的小学生参与了此次调查并填写了量表。结果显示：(1) 检查黑板上的作业和建设性评语对学生的积极情绪有积极影响，而检查黑板上的作业对学生的消极情绪有消极影响。相反，建设性评语对学生的消极情绪没有影响。此外，批改作业对学生的情绪没有显著影响；（2）学业自尊在教师的作业反馈和学生的作业情绪之间起中介作用；（3）性别调节了教师的作业反馈、学生的作业情绪和学业自尊之间的一些潜在关系。本研究对教师设计和选择高质量的作业反馈、鼓励学生的积极作业情绪和减少学生的消极作业情绪有一定的启示。

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The relationship between teachers' homework feedback, students' homework emotions, and academic self-esteem: A multi-group analysis of gender differences

Students’ homework emotions greatly influence the quality of homework, learning activities, and even academic achievement and burden. Therefore, encouraging students’ positive homework emotions is essential for their development. This study aimed to investigate the relationship between three types of teachers’ homework feedback (checking homework on the board, grading homework, and constructive comments), students’ positive and negative homework emotions in Chinese subjects while taking into account the mediating effect of academic self-esteem and gender differences in these underlying relationships. 928 elementary school students of 4–6th grade participated in this survey and completed scales. Results showed that (1) checking homework on the board and constructive comments positively impacted students' positive emotions, while checking homework on the board negatively influenced students’ negative emotions. In contrast, constructive comments did not impact students’ negative emotions. Furthermore, grading homework had no significant effect on students’ emotions; (2) academic self-esteem mediated the relationship between teachers' homework feedback and students’ homework emotions, and (3) gender moderated some underlying relationships between teachers’ homework feedback, students’ homework emotions, and academic self-esteem. This study has implications for teachers in designing and choosing high-quality homework feedback, encouraging students’ positive homework emotions, and reducing students’ negative homework emotions.

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来源期刊

Social Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

5.40

自引率

3.40%

发文量

期刊介绍： The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.