Class-based Teaching:A Multilevel Analysis of the Effects of Interpersonal Perception on Student Learning Interest

Li Miaoyun; Song Naiqing; Sheng Yaqi

doi:10.16382/j.cnki.1000-5560.2019.04.009

Volume 37 Issue 4

Jul. 2019

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2019 > 37(4): 94-103

Li Miaoyun, Song Naiqing, Sheng Yaqi. Class-based Teaching:A Multilevel Analysis of the Effects of Interpersonal Perception on Student Learning Interest[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(4): 94-103. doi: 10.16382/j.cnki.1000-5560.2019.04.009

Citation:

Li Miaoyun, Song Naiqing, Sheng Yaqi. Class-based Teaching:A Multilevel Analysis of the Effects of Interpersonal Perception on Student Learning Interest[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(4): 94-103. doi: 10.16382/j.cnki.1000-5560.2019.04.009

Citation:

PDF( 1012 KB)

Class-based Teaching:A Multilevel Analysis of the Effects of Interpersonal Perception on Student Learning Interest

doi: 10.16382/j.cnki.1000-5560.2019.04.009

1.
School of Mathematics and Statistics, Southwest University, Chongqing 400715, China
2.
Research Center for Basic Education, Southwest University, Chongqing 400715, China
3.
Southwest University Branch Center, National Collaborative Innovation Center ofBasic Education Assessment, Chongqing 400715, China

Publish Date: 2019-07-20

Abstract

Abstract

As an important factor influencing student learning interest, classroom interpersonal perception is helpful to explore the development of student learning interest from the perspective of class teaching. With a sample of 1, 048 students in Grade 4-6 from Chongqing districts, a multilevel structural equation model was employed to examine the impact of classroom interpersonal perception on student learning interest both from the student level and class level simultaneously. The perception involves four dimensions:teacher engagement, student-teacher relationship, peer collaboration and peer engagement. Results indicated that students' perception of teacher engagement and student-teacher relationship showed significant positive effects on the individual students, whereas students' perception in student engagement and peer collaboration showed significant positive effects both on individual students and the whole class. Therefore, class-based teaching should be strengthened to develop student learning interest by improving the effects of student factors at the class-level, which helps to transform the views in student interest development.
- learning interest,
- classroom interpersonal perception,
- multilevel analysis,
- structural equation model

FullText(HTML)

References(45)

References

[1]	陈重穆, 宋乃庆. (1993).淡化形式, 注重实质——兼论《九年义务教育全日制初级中学数学教学大纲》.数学教育学报, (2), 4-9.
[2]	程建坤, 陈婧. (2017).教育实证研究:历程、现状和走向.华东师范大学学报(教育科学版), (3), 150-174. http://xbjk.ecnu.edu.cn/CN/abstract/abstract9044.shtml
[3]	丁锐. (2010).中国内地小学数学课堂环境探究.长春:东北师范大学出版社.
[4]	杜威. (2008).学校与社会.杜威教育文集(第一卷).北京:人民教育出版社.
[5]	范春林, 董奇. (2005).课堂环境研究的现状, 意义及趋势.比较教育研究, 26(8), 61-66. doi: 10.3969/j.issn.1003-7667.2005.08.013
[6]	范涌峰, 宋乃庆. (2016).教育研究科学化:限度与突破.教育研究, (1), 94-101. http://www.cnki.com.cn/Article/CJFDTOTAL-JYYJ201601011.htm
[7]	范涌峰, 宋乃庆. (2018).学校特色发展测评模型构建研究.华东师范大学学报(教育科学版), 36(2), 68-78. http://xbjk.ecnu.edu.cn/CN/abstract/abstract9132.shtml
[8]	郭戈. (2014).我国的乐学思想传统.课程·教材·教法, (5), 11-17. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=kcjcjf201405002
[9]	郭戈. (2016a).教育学和心理学中的"兴趣说".课程·教材·教法, (9), 3-13. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=kcjcjf201609001
[10]	郭戈. (2016b).关于兴趣若干基本问题的研究.中国教育科学, (2), 155-193+154+217. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=QKC20162016072800072766
[11]	何旭明. (2014).教师教学投入影响学生学习投入的个案研究.教育学术月刊, (7), 93-99. http://d.old.wanfangdata.com.cn/Periodical/jxjyky201407015
[12]	何旭明, 陈向明. (2008).学生的学习投入对学习兴趣的影响研究.全球教育展望, (3), 46-51. http://d.old.wanfangdata.com.cn/Periodical/qqjyzw200803007
[13]	胡象岭, 杨昭宁, 高光珍. (2010).曲阜市高中学生物理学习兴趣调查.课程·教材·教法, (4), 72-78. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=kcjcjf201004013
[14]	贾瑜, 宋乃庆. (2018).课堂教学文化对学生核心素养影响的实证研究.江西师范大学学报(哲学社会科学版), 51(3), 122-129. doi: 10.3969/j.issn.1000-579X.2018.03.018
[15]	康内尔. (1990).二十世纪世界教育史(张法琨等译).北京: 人民教育出版社.
[16]	龙长权, 张婷. (2014).沟通心理学.重庆:西南师范大学出版社.
[17]	裴昌根, 宋乃庆, 刘乔卉, 牟少星. (2018).数学学习兴趣测评指标体系的构建与验证.数学教育学报, 27(2), 70-73. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=sxjyxb201802014
[18]	章凯. (2000).兴趣与学习:一个正在复兴的研究领域.宁波大学学报(教育科学版), 22(1), 27-30. doi: 10.3969/j.issn.1008-0627.2000.01.007
[19]	张萍, 沈雁华, 安婧. (2018).专业兴趣与深层学习方式在大学生主动合作学习与学业收获关系中的中介作用研究.黑龙江高教研究, (2), 94-98. doi: 10.3969/j.issn.1003-2614.2018.02.022
[20]	温福星. (2009).阶层线性模型的原理与应用.北京:中国轻工业出版社.
[21]	温忠麟, 叶宝娟. (2014).中介效应分析:方法和模型发展.心理科学进展, 22(5), 731-745. http://d.old.wanfangdata.com.cn/Periodical/zgxlwszz201408004
[22]	赵贞卿.(2018).运用探究式合作学习提升高职生学习投入度的实践探索.江西电力职业技术学院学报, 31(3), 42-43. doi: 10.3969/j.issn.1673-0097.2018.03.020
[23]	邹泓, 李彩娜. (2009).中学生的学业行为及其与人格、师生关系的相关.北京师范大学学报, (1), 52-59. doi: 10.3969/j.issn.1002-0209.2009.01.006
[24]	Durik, A M. Hulleman, C S, Harackiewicz. (2015). One size fits some: instructional enhancements to promote interest. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds). Interest in mathematics and science learning (pp. 267-279). Washington, DC: American Educational Research Association.
[25]	Fredricks, J. A., & Eccles, J. S. (2002). Children's competence and value beliefs from childhood through adolescence:Growth trajectories in two male-sex-typed domains. Developmental psychology, 38(4), 519-533. doi: 10.1037/0012-1649.38.4.519
[26]	Frenzel, A. C., Goetz, T., Pekrun, R., & Watt, H. M. G. (2010). Development of Mathematics Interest in Adolescence:Influences of Gender, Family, and School Context. Journal of Research on Adolescence, 20(2), 507-537. doi: 10.1111/jora.2010.20.issue-2
[27]	Frenzel, A. C., Pekrun, R., Dicke, A. L., & Goetz, T. (2012). Beyond quantitative decline:conceptual shifts in adolescents' development of interest in mathematics. Developmental Psychology, 48(4), 1069-1082. doi: 10.1037/a0026895
[28]	Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Perceived learning environment and students' emotional experiences:A multilevel analysis of mathematics classrooms. Learning and Instruction, 17(5), 478-493. doi: 10.1016/j.learninstruc.2007.09.001
[29]	Garner, R., Alexander, P. A., Gillingham, M. G., & Brown, K. R. (1991). Interest and learning from text. American Educational Research Journal, 28(3), 643-659.
[30]	Hidi, S. (1990). Toward a unified approach to learning as a multisource phenomenon of interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549-571.
[31]	Hidi, S., & Baird, W. (1986). Interestingness-a neglected variable in discourse processing. Cognitive Science, 10(2), 179-194.
[32]	Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. doi: 10.1207/s15326985ep4102_4
[33]	Kenny, D. A. (2004). PERSON:A general model of interpersonal perception. Personality and Social Psychology Review, 8(3), 265-280. doi: 10.1207/s15327957pspr0803_3
[34]	Krapp, D. A. (2002a). An Educational-Psychological Theory of Interest and Its Relation to SDT. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 405-425). Rochester, NY: The University of Rochester Press.
[35]	Krapp, D. A. (2002b). Structural and dynamic aspects of interest development:Theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12(4), 383-409. doi: 10.1016/S0959-4752(01)00011-1
[36]	Lewalter, D., & Knogler, M. (2014). A questionnaire to assess situational interest-Theoretical considerations and findings. Paper presented at the Annual Meeting of the American Educational Research Association, 2014. Philadelphia.
[37]	Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M. (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70(4), 647-671. doi: 10.1177/0013164409355699
[38]	Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168-184. doi: 10.1080/00461520.2011.587723
[39]	Revelle, W. (2016). psych: Procedures for psychological, psychometric, and personality research (R package version 1.6-12).
[40]	Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students' school engagement and achievement:A meta-analytic approach. Review of educational research, 81(4), 493-529. doi: 10.3102/0034654311421793
[41]	Rosseel, Y. (2012). Lavaan:An R package for structural equation modeling and more. Version 0.5-12 (BETA). Journal of statistical software, 48(2), 1-36. http://d.old.wanfangdata.com.cn/Periodical/zgwstj201605053
[42]	Sansone, C., Weir, C., Harpster, L., & Morgan, C. (1992). Once a boring task always a boring task? interest as a self-regulatory mechanism. Journal of Personality & Social Psychology, 63(3), 379-390. doi: 10.1037-0022-3514.63.3.379/
[43]	Skinner, E. A., & Belmont, M. (1993). Motivation in the classroom:Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571. doi: 10.1037/0022-0663.85.4.571
[44]	Stevens, T., & Olivarez, A. (2005). Development and evaluation of the mathematics interest inventory. Measurement and Evaluation in Counseling and Development, 38(3), 141-152. doi: 10.1080/07481756.2005.11909775
[45]	Wininger, S. R., Adkins, O., Inman, T. F., & Roberts, J. (2014). Development of a Student Interest in Mathematics Scale for Gifted and Talented Programming Identification. Journal of Advanced Academics, 25(4), 403-421. doi: 10.1177/1932202X14549354