学校群体构成对流动儿童数学学业成就的影响:一项多水平分析
Effect of School Composition on Migrant Children's Mathematics Academic Achievement in China

学校群体构成是影响儿童学业成就的重要环境变量,并对流动儿童具有不同于本地儿童的特殊效应。本研究数据来自"中国儿童青少年心理发育特征调查"项目建立的数据库,被试是我国发达地区32个区县141所学校的4960名2-6年级儿童,流动儿童所占比例为14.5%。结果发现:(1)无论流动儿童还是本地儿童,学校社会经济地位越高,儿童的数学学业成就越好;学校流动儿童比例对儿童的数学学业成就没有影响;(2)学校社会经济地位越高,短期流动儿童相对于本地儿童的数学学业劣势越大;(3)学校流动儿童比例越高,长期流动儿童相对于本地儿童的数学学业劣势越小。
This study examined the effect of school composition on mathematics academic achievement on migrant children and native children in mainland China. Two school composition indictors, school-SES and school proportion of migrant children were investigated. Data were from 4960 elementary students (including 14.5% migrant children) in grades 2 to 6 of 32 developed counties. The results showed:1) school-SES positively influences mathematics academic achievement, while the effect of school proportion of migrant children was not significant; 2) school-SES moderated the migration effect on short-term migrant children's mathematics academic achievement. Compared with native children, the academic disadvantage of short-term migrant children in high SES school were worse than in low SES schools; 3) School proportion of migrant children buffered the migration effect on long-term migrant children's mathematics academic achievement. The academic disadvantage of long-term migrant children decreased in school with more migrant peers.