心理学
透视图(图形)
发展心理学
班级(哲学)
荟萃分析
读写能力
社会阶层
语言发展
儿童发展
结果(博弈论)
社会关系
数学教育
社会心理学
教育学
医学
人工智能
计算机科学
政治学
内科学
法学
数学
数理经济学
作者
Quanan Zheng,Zheng Xinjun,Naihua Liu,Wang Fen,Yuhong Zhao
标识
DOI:10.1080/03004430.2023.2273788
摘要
This meta-analysis aims to clarify the relationship between teacher–child interaction and children's outcomes in language, mathematics, literacy, social development, and self-regulation based on the perspective of the Classroom Assessment Scoring System (CLASS). A total of 24 studies with 139 independent effect sizes and 67,919 participants were included through literature search and screening. The results show that CLASS is moderately correlated with children's outcomes in language, mathematics, self-regulation, and correlated with children's literacy and social development to a low degree. Apart from within-domain links to children's outcomes, most CLASS domains have cross-domain links to children's outcomes. These links are also influenced to varying degrees by the level of economic and social development, children's commonly used language, child outcome measurement tools, and the emotional support domain score of CLASS. Future studies should standardize the presentation of key information and explore the interaction of multiple variables.
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