Nhận thức của học sinh về sự tham gia học tập của cha mẹ và giáo viên: Hệ quả đối với mục tiêu thành tích

European Journal of Psychology of Education - Tập 24 - Trang 263-277 - 2009
Isabelle Régner1, Florence Loose2, Florence Dumas3
1CNRS, Aix-Marseille University and Toulouse University, France
2CNRS, Clermont-Ferrand University, France
3CNRS, Aix-Marseille University and Lyon III University, France

Tóm tắt

Nghiên cứu hiện tại đã khảo sát xem liệu nhận thức của học sinh về hai khía cạnh chính của sự tham gia học tập của cha mẹ và giáo viên (cụ thể là hỗ trợ học tập và giám sát học tập) có ảnh hưởng đến quá trình học sinh đạt được mục tiêu thành tích hay không. Học sinh trung học cơ sở ở Pháp đã hoàn thành hai bảng câu hỏi, đầu tiên để đánh giá nhận thức của họ về sự tham gia học tập của cha mẹ và giáo viên, và sau đó là các mục tiêu thành tích của họ ba tháng sau. Phân tích yếu tố cho thấy học sinh đã phân biệt giữa giám sát học tập của cha mẹ và hỗ trợ học tập của cha mẹ, trong khi chủ yếu coi sự tham gia học tập của giáo viên là phản ánh giám sát. Phân tích mô hình đa mức chỉ ra rằng, như dự đoán, nhận thức của học sinh về hỗ trợ học tập của cha mẹ có mối liên hệ tích cực với các mục tiêu thành thạo trong khi không liên quan đến các mục tiêu hiệu suất. Ngoài ra, như đã dự đoán, giám sát học thuật được nhận thức có liên quan đến các mục tiêu hiệu suất, mặc dù các phát hiện chỉ ra rằng sự đóng góp của sự tham gia được nhận thức của cả cha mẹ và giáo viên là ngang nhau. Hiểu biết mới này về các yếu tố dẫn đến mục tiêu thành tích của học sinh nhấn mạnh tầm quan trọng của vai trò giáo dục học thuật của cha mẹ và giáo viên.

Từ khóa

#sự tham gia của cha mẹ #sự tham gia của giáo viên #giám sát học tập #hỗ trợ học tập #mục tiêu thành tích #giáo dục học sinh

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