Longitudinal impact of parent-teacher relationship on middle school students' academic achievements in China

被引:6
|
作者
Fu, Wangqian [1 ]
Pan, Qianqian [2 ]
Yuan, Ying [3 ]
Chen, Guanyu [4 ]
机构
[1] Beijing Normal Univ, Fac Educ, Beijing, Peoples R China
[2] Nanyang Technol Univ, Natl Inst Educ, Ctr Res Pedag & Practice, Off Educ Res, Singapore, Singapore
[3] Beijing Normal Univ, Sch Journalism & Commun, Beijing, Peoples R China
[4] Univ British Columbia, Fac Educ, Dept Educ & Counselling Psychol & Special Educ, Vancouver, BC, Canada
来源
FRONTIERS IN PSYCHOLOGY | 2022年 / 13卷
关键词
parent-teacher relationship; middle school; academic achievements; mainland China; hierarchical linear model; INVOLVEMENT; FAMILY; PERCEPTIONS; TRANSITIONS; ELEMENTARY; EDUCATION;
D O I
10.3389/fpsyg.2022.872301
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
ObjectiveThe study aims to discuss the longitudinal impact of the parent-teacher relationship on students' academic achievements in China. MethodBased on the China Education Panel Survey, covering the data from 438 classes of 112 schools in 28 county-level administrative areas in China, we used the hierarchical linear model to analyze the data. ResultsWe found that the parents' active communication with teachers, parents' participation in parent meetings, teachers' active contact, whether parents are afraid to communicate with teachers, and parents' willingness to participate in parent meetings have significant relationships with students' academic achievements. At the class level, the extent of teachers' stress from parents' requests and teachers' perception of respect from parents also affected students' academic achievements significantly in the Chinese context. ConclusionThere was a longitudinal association between the parent-teacher relationship and students' academic achievements. The practical implication was discussed in the paper.
引用
收藏
页数:14
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