研究型大学生师互动对学业成就的影响:是否因学生背景特征而异

利用H大学“研究型大学本科生就读经历调查”数据,考察不同背景特征学生的生师互动水平,探讨生师互动对认知技能、操作及社交技能、满意度、归属感的影响是否因学生背景特征而异。统计结果表明,男生的生师互动水平显著高于女生;学生家庭收入和父母受教育程度越高,生师互动越频繁;非课程的生师互动对女生学业成就的影响显著高于男生,对低收入家庭和高收入家庭学生的影响高于中等收入家庭,对父母双方均上过大学的学生影响高于父母均未上过大学的学生和一方上过大学的学生;辅助教师进行研究对男生学业成就的影响显著高于女生,对低收入家庭和父母均未上过大学的学生的影响高于同辈。大学应依靠制度性手段提升生师互动的总体水平,采取支持性措施改善弱势学生的生师互动,增强互动情境性以提高课堂互动的质量。

The Influence of Student-teacher Interaction on Academic Achievement of Research University Students:Whether it is Different According to the Characteristics of Students'Background

Using the data of"research university undergraduate study experience survey"of H University,this study investigates the interaction level of students and teachers with different background characteristics,and explores whether the influence of student-teacher interaction on cognitive skills,operation and social skills,satisfaction and sense of belonging varied according to the background characteristics of students.The statistical results show that the interaction level of male students with teachers is significantly higher than that of girls;students from high-income and highly educated families have more frequent interaction with teachers.The influence of non-course student–faculty interaction on students’academic achievement is,higher for female students than that of male students;higher for students from low-income families and high-income families than that of middle-income families;higher for students from both parents attended university than that of students from both parents did not attend university and students from one parent attended university.The influence of assisting teachers with research on students'academic achievement is,higher for male students than that of female students;higher for students from low-income families and students from parents who have not been to university than that of their peers.These findings recommend that higher education institutes should rely on institutional measures to improve the overall level of interaction between students and teachers,take supportive measures to improve the interaction between students and teachers of vulnerable groups;and strengthen the interaction situation to improve the quality of classroom interaction.