| 中国四~九年级学生学校态度影响因素多层线性分析 |
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| 引用本文： | 张兴慧,王耘. 中国四~九年级学生学校态度影响因素多层线性分析[J]. 中国学校卫生, 2017, 38(6): 809. DOI: 10.16835/j.cnki.1000-9817.2017.06.004 |
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| 作者姓名： | 张兴慧 王耘 |
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| 作者单位： | 海南师范大学教育与心理学院,海口,571158 |
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| 基金项目： | 国家科技基础性工作专项重点项目 |
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| 摘 要： | 探讨影响学校态度的个体层和学校层因素,为教育工作者和父母培养学生积极的学校态度提供数据支持.方法 采用多阶段分层随机抽样法,抽取中国31个省、直辖市、自治区(港澳台地区除外)80所中小学6 714名学生,用学校态度量表、班级环境量表以及日常生活调查表进行调查,并对数据进行多层线性分析.结果 学校态度的变异有16%存在于不同学校之间(x2=1 324.73,P<0.01).在个体层,小学生(β=-0.40)、女生(β=0.19)、走读生(β=-0.12)、父母受教育水平低(β=-0.06)、担任学生干部(β=0.15)、学业水平高(β=0.16)、积极参加学校课外活动(β=0.11)、父母学校联动水平高(β=0.13,0.15)的学生对学校的态度较为积极(P值均<0.05);在学校层,农村学校(β=0.12)、具有良好师生关系(β=0.24)和同学关系(β=0.23)的学校,教龄在2年内教师比例低的学校(β=-0.03)、学业负担较轻的学校(β=-0.16)学生的学校态度更为积极(P值均<0.05).结论 四~九年级中小学生学校态度受到个体层和学校层多种因素的影响.
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| 关 键 词： | 态度 因素分析 统计学 精神卫生 学生 |
Multilevel analysis of school attitude among students of grade 4-9 |
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| Abstract: | Objective To explore variables related to school attitude on individual-level and school-level,and to provide statistical basis for developing a positive attitude among students for educational workers and parents.Methods We used multistage stratified radom sampling method for selecting 6 714 students from 80 elementary and junior schools in 31 provinces,municipalities directly under the central government and autonomous regions in China.The scales of school attitude and class environment and the questionnaire of everyday life were used to conduct a multilevel analysis.Results About 16% variations could be found between different schools(x2=1 324.73,P<0.01).On the individual level,elementary students(β=-0.40),girls(β =0.19),non-resident students(β=-0.12),students with less-educated parents(β=-0.06),student leaders(β=0.15),students with good academic records(β =0.16),students who were active in extracurricular activities(β =0.11),and students whose parents contacted school frequently(β =0.13,0.15) had more positive school attitude(P<0.05).On the school level,students in rural schools(β =0.12),those in schools which had good teacher-student relationship(β =0.24) and good student-student relationship(β =0.23),those in schools with a low percentage of teachers who had taught less than two years (β=-0.03) and in schools with a light burden of studies (β=-0.16) had more positive school attitude(P<0.05).Conclusion Various factors have influenced the school attitude among the students of grade 4-9 on the individual and school level. |
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