PISA 2012中学校氛围和教师行为对学生数学能力的影响及意大利宏观区域的地域差距

IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Journal of Educational Cultural and Psychological Studies Pub Date : 2016-06-13 DOI:10.7358/ECPS-2016-013-BOVE
G. Bove, Daniela Marella, V. Vitale
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引用次数: 7

摘要

本研究调查了学校和课堂气氛以及教师行为对意大利学生PISA 2012数学成绩的影响。通过学生和校长背景问卷的回答构建PISA数据库提供的简单指标和尺度指标,作为数学成绩的预测变量。包括所有预测变量的多层模型,控制了一些相关的学生、家庭背景和学校变量,证实了学校和课堂气氛的感知以及教师的行为影响了PISA中的数学表现。其中,教师使用认知激活策略的积极效果最强,其次是学校和课堂气氛指标。因此,在学校和教室中,更加激活认知的教学和有序和平的氛围可以鼓励学生,并有助于将现有的兴趣转化为数学成就。我们的分析表明,这些因素也会影响意大利北部和南部宏观区域之间的差距。在我们的多级模型(包括宏观地区指标)中,当预测变量加入控制变量时,北部宏观地区与南部岛屿之间的差距缩小了20%以上,北部宏观地区与南部岛屿之间的差距缩小了14%以上。基于这些结果,我们为意大利的教育工作者和政策制定者提供了一些有用的指示。
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Influences of School Climate and Teacher’s Behavior on Student’s Competencies in Mathematics and the Territorial Gap between Italian Macro-areas in PISA 2012
In this study the effects of school and classroom climate and teacher’s behavior on Italian students’ mathematical achievement score in PISA 2012 were investigated. Simple and scale indices provided by the PISA database, constructed by responses from the students’ and principals’ background questionnaires, were considered as predictive variables of the math achievement scores. Multilevel models including all the predictive variables, controlling for some relevant student, family background and school variables, confirmed that perceptions of school and classroom climate and teachers’ behavior influence mathematics performance in PISA. In particular, the effect of the teacher’s use of cognitive activation strategies had the strongest positive effect, followed by the school and classroom climate indicators. Thus, more cognitively activating instruction and an orderly and peaceful atmosphere in schools and classrooms encourage students and help to transform existing interests into mathematic achievement. Our analyses show that these factors can also influence the gap between Northern and Southern Italian macro-areas. When the predictive variables are added to the control variables in our multilevel models including macro-area indicators, the gap between Northern macro-areas and the Southern-Islands decreases by over twenty per cent, and the gap between Northern macro-areas and the Southern by over fourteen per cent. On the basis of these results, we have provided some useful indications for Italian educators and policy makers.
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