{"title":"师生关系能否提高中国留守儿童的认知能力？教师支持和学习态度的中介作用","authors":"Xiaomei Ye , Qiran Wang","doi":"10.1016/j.learninstruc.2024.101975","DOIUrl":null,"url":null,"abstract":"<div><h3>Introduction</h3><p>Although the role of the teacher-student relationship has been confirmed, how it improves the cognitive ability of left-behind children remains to be further discussed.</p></div><div><h3>Objectives</h3><p>The primary aim of this study was to analyze the role of teacher-student relationships on left-behind children's cognitive ability, along with the underlying mechanisms.</p></div><div><h3>Methods</h3><p>This article selected 9449 students, encompassing 2199 left-behind children, from the China Education Panel Survey for analysis. First, correlation analysis and ordinary least squares (OLS) regression were used to estimate the relationship between teacher-student relationships and left-behind children's cognitive ability. Second, the Blinder-Oaxaca decomposition technique was used to estimate the contribution of teacher-student relationships to the cognitive ability gap between left-behind and non-left-behind children. Finally, the generalized structural equation model (GSEM) and bootstrap tests for mediation were utilized to elucidate the underlying mechanisms.</p></div><div><h3>Results</h3><p>Left-behind children's cognitive ability and teacher-student relationship were markedly inferior to those of non-left-behind children. Both the preceding and current academic years' teacher-student relationships have been shown to enhance children's cognitive ability. However, only the prior academic years' teacher-student relationship positively predicted the cognitive ability of left-behind children. When left-behind children's teacher-student relationship improves to the average level of non-left-behind children, their cognitive ability gap will narrow by 3.14%. Furthermore, the teacher-student relationship can improve teachers' support for left-behind children and their learning attitudes, thereby promoting their cognitive development.</p></div><div><h3>Conclusion</h3><p>This study examined that the teacher-student relationship could promote the cognitive ability of left-behind children through teacher support and students' learning attitudes.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101975"},"PeriodicalIF":4.7000,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Can teacher-student relationship improve the cognitive ability of left-behind children in China? 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Second, the Blinder-Oaxaca decomposition technique was used to estimate the contribution of teacher-student relationships to the cognitive ability gap between left-behind and non-left-behind children. Finally, the generalized structural equation model (GSEM) and bootstrap tests for mediation were utilized to elucidate the underlying mechanisms.</p></div><div><h3>Results</h3><p>Left-behind children's cognitive ability and teacher-student relationship were markedly inferior to those of non-left-behind children. Both the preceding and current academic years' teacher-student relationships have been shown to enhance children's cognitive ability. However, only the prior academic years' teacher-student relationship positively predicted the cognitive ability of left-behind children. When left-behind children's teacher-student relationship improves to the average level of non-left-behind children, their cognitive ability gap will narrow by 3.14%. 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引用次数: 0
摘要
引言 虽然师生关系的作用已被证实，但它如何提高留守儿童的认知能力还有待进一步探讨。研究目的 本研究的主要目的是分析师生关系对留守儿童认知能力的作用及其内在机制。首先，采用相关分析和普通最小二乘法（OLS）回归估计师生关系与留守儿童认知能力之间的关系。其次，使用布林德-瓦哈卡分解技术估计师生关系对留守儿童与非留守儿童认知能力差距的贡献。最后，利用广义结构方程模型（GSEM）和自引导中介检验（bootstrap tests for mediation）来阐明其背后的机制。前一学年和当前学年的师生关系都被证明能提高儿童的认知能力。然而，只有上一学年的师生关系对留守儿童的认知能力有积极的预测作用。当留守儿童的师生关系改善到非留守儿童的平均水平时，他们的认知能力差距将缩小 3.14%。此外，师生关系还能改善教师对留守儿童的支持和留守儿童的学习态度，从而促进留守儿童的认知发展。
Can teacher-student relationship improve the cognitive ability of left-behind children in China? The mediating role of teacher support and learning attitude
Introduction
Although the role of the teacher-student relationship has been confirmed, how it improves the cognitive ability of left-behind children remains to be further discussed.
Objectives
The primary aim of this study was to analyze the role of teacher-student relationships on left-behind children's cognitive ability, along with the underlying mechanisms.
Methods
This article selected 9449 students, encompassing 2199 left-behind children, from the China Education Panel Survey for analysis. First, correlation analysis and ordinary least squares (OLS) regression were used to estimate the relationship between teacher-student relationships and left-behind children's cognitive ability. Second, the Blinder-Oaxaca decomposition technique was used to estimate the contribution of teacher-student relationships to the cognitive ability gap between left-behind and non-left-behind children. Finally, the generalized structural equation model (GSEM) and bootstrap tests for mediation were utilized to elucidate the underlying mechanisms.
Results
Left-behind children's cognitive ability and teacher-student relationship were markedly inferior to those of non-left-behind children. Both the preceding and current academic years' teacher-student relationships have been shown to enhance children's cognitive ability. However, only the prior academic years' teacher-student relationship positively predicted the cognitive ability of left-behind children. When left-behind children's teacher-student relationship improves to the average level of non-left-behind children, their cognitive ability gap will narrow by 3.14%. Furthermore, the teacher-student relationship can improve teachers' support for left-behind children and their learning attitudes, thereby promoting their cognitive development.
Conclusion
This study examined that the teacher-student relationship could promote the cognitive ability of left-behind children through teacher support and students' learning attitudes.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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