ABSTRACT Stage-environment fit theory posits that the interpersonal dynamics and structural (i.e. school-level) resources afforded by a student’s academic environment can either support or thwart student thriving (e.g. achievement). Thus, it is important to examine how these factors impact student achievement at the student- and school-level. This investigation utilized the 2015 PISA data set (N = 210,381 students in 7964 schools from 32 OECD countries) to examine the extent to which school belonging (supporting) and teacher unfairness (thwarting) predict students’ achievement (in reading, mathematics, and science) at both the student- and school-level. Findings indicate that at the student-level (but not school-level), teacher unfairness significantly thwarts achievement; in contrast, at the school-level (but not the student-level), school-belonging significantly supports achievement. These findings suggest that distinct interpersonal dynamics differentially impact achievement more saliently either at the student- or school-level – underscoring the importance of conducting multilevel modelling when investigating these social phenomena.

中文翻译：

---

支持和挫败人际动态和学生成就：PISA 2015的多层次考试

摘要阶段环境适应理论认为，学生的学术环境所提供的人际关系动力和结构性（即学校水平）资源可以支持或阻止学生的蓬勃发展（例如成就）。因此，重要的是要检查这些因素如何影响学生和学校一级的学生成绩。这项调查利用2015年PISA数据集（来自32个经合组织国家的7964所学校的N = 210,381名学生）来检验学校归属（支持）和教师不公平（挫败）对学生成绩（阅读，数学和科学成绩）的预测程度），无论是在学生级别还是在学校级别。结果表明，在学生级别（而不是学校级别），教师不公平现象严重阻碍了学习成绩。相反，在学校级别（而不是学生级别），学校所属大大有助于成就。这些发现表明，不同的人际关系对学生或学校层面的成就都有不同的显着影响，这突出了在研究这些社会现象时进行多层次建模的重要性。