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A pedagogical alliance for academic achievement: Socio-Emotional effects on assessment outcomes
Educational Assessment Pub Date : 2017-12-08 , DOI: 10.1080/10627197.2017.1411188
Jacqueline P Leighton 1 , Qi Guo 1 , Man-Wai Chu 2 , Wei Tang 3
Affiliation  

ABSTRACT Assessment of student learning outcomes is often discussed in relation to curriculum, standards and even administration practices. However, assessment of learning outcomes is rarely discussed in light of students’ socio-emotional contexts, which might help or hinder learning outcomes. For example, do students’ perceptions of the teacher as trustworthy influence their empathic views on classmates, learning engagement, academic achievement and wellbeing? The present paper reports the results of a theoretically-driven, short-term longitudinal study designed to explore the effects of socio-emotional variables, specifically students’ trust in teachers and empathy towards self and peers on engagement for learning, academic achievement, and wellbeing. Grounded in attachment theory and the LEAFF model, Panel Structural Equation Modeling (P-SEM) results revealed three significant pathways, which provide evidence that student trust in teachers may serve to launch a domino effect of outcomes, predicting students’ empathic views of classmates, learning engagement, academic achievement, and wellbeing.

中文翻译:

学术成就的教学联盟:社会情感对评估结果的影响

摘要对学生学习成果的评估经常与课程,标准甚至行政管理实践有关。但是,很少根据学生的社会情感环境来讨论对学习成果的评估,这可能有助于或阻碍学习成果。例如,学生对老师的信任感是否会影响他们对同学,学习投入,学业成就和幸福感的理解?本文报告了一项理论驱动的短期纵向研究的结果,该研究旨在探索社会情感变量的影响,特别是学生对老师的信任以及对自我和同伴的同情对学习,学习成就和幸福感的参与度。基于依恋理论和LEAFF模型,
更新日期:2017-12-08
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