汪茂华, 纪明泽. 影响上海市小学四年级学生数学学业成绩的因素分析[J]. 全球教育展望, 2018, 47(5): 3-14. doi: 10.3969/j.issn.1009-9670.2018.05.001
LEE J, SHUTE V J. Personal and Social-Contextual Factors in K-12 Academic Performance: An Integrative Perspective on Student Learning[J]. Educational Psychologist, 2010, 45(3): 185-202. doi: 10.1080/00461520.2010.493471
易芳, 郭雅洁, 俞宗火, 等. 中小学生学业成绩主要影响因素的元分析[J]. 心理学探新, 2017, 37(2): 140-148.
李汪洋. 教育期望、学习投入与学业成就[J]. 中国青年研究, 2017(1): 23-31. doi: 10.3969/j.issn.1002-9931.2017.01.003
SCIARRA D T, SEIRUP H J. The Multidimensionality of School Engagement and Math Achievement Among Racial Groups[J]. Professioral School Counseling, 2008, 11(4): 218-228. doi: 10.5330/PSC.n.2010-11.218
张咏梅, 郝懿, 李美娟. 教师因素、学生因素对学生学业成绩影响的实证研究—基于大规模测验数据的多层线性模型分析[J]. 教师教育研究, 2012, 24(4): 56-62.
NEWMANN F M. Student Engagement and Achievement in American Secondary Schools[M] // NEWMANN F M, WEHLAGE GG, LAMBORN S D. the Significance and Sources of Student Engagement. New York: Teachers College Press, 1992: 11-39.
倪士光, 伍新春. 学习投入: 概念、测量与相关变量[J]. 心理研究, 2011, 4(1): 81-87. doi: 10.3969/j.issn.2095-1159.2011.01.015
GARCIA LL, ROGAT T K, KOSKEY K L K. Affect and Engagement during Small Group Insruction[J]. Contemporary Educational Psychology, 2011, 36(1): 13-24. doi: 10.1016/j.cedpsych.2010.09.001
RIMM-KAUFMAN S E, BAROODY A E, LARSEN R AA, CURBY T W, ABRY T. To What Extent Do Teacher-Student Interaction Quality and Student Gender Contribute to Fifth Graders' Engagement in Mathematics Learning[J]. Journal of Educational Psychology, 2015, 107(1): 170-185. doi: 10.1037/a0037252
毛秀珍, 王娅婷, 韦嘉. 小学生"数学参与""数学学习策略"和"数学成绩"间的关系研究[J]. 数学教育学报, 2017, 26(6): 47-50.
KLEM A M, CONNELL J P. Relationships Matter: Linking Teacher Support to Student Engagement and Achievement[J]. Journal of School Health, 2004, 74(7): 262-273. doi: 10.1111/j.1746-1561.2004.tb08283.x
ALEXANDER K L, ENTWISLE D R, HORSEY C S. From First Grade Forward: Early Foundations of High School Dropout[J]. Sociology of Education, 1997, 70(2): 87-107. doi: 10.2307/2673158
VAN ROOIJ E C M, JANSEN E P W A, et al. Secondary School Students' Engagement Profiles and their Relationship with Academic Adjustment and Achievement in University[J]. Learning and Individual Differences, 2017, 54: 9-19. doi: 10.1016/j.lindif.2017.01.004
PIETARINEN J, SOINI T, PYHALTO K. Students' Emotional and Cognitive Engagement as the Determinants of Well-being and Achievement in School[J]. International Journal of Education Research, 2014, 67: 40-51. doi: 10.1016/j.ijer.2014.05.001
曾家延, 丁巧燕. 西方学习机会测评50年研究述评[J]. 全球教育展望, 2018, 47(1): 68-82. doi: 10.3969/j.issn.1009-9670.2018.01.007
王婷. 学习机会国际测评的回顾与启示[J]. 外国教育研究, 2017, 44(11): 43-54.
CUETO S, RAMIREZ C, LEON J. Opportunities to Learn and Achievement in Mathematics in a Sample of Sixth Grade Students in Lima, Peru[J]. Educational Studies in Mathematics, 2006, 62(1): 25-55. doi: 10.1007/s10649-006-7922-2
MO Y, SINGH K, CHANG M. Opportunity to Learn and Student Engagement: a HLM Study on Eighth Grade Science Achievement[J]. Educational Research for Policy and Practice, 2013, 12(1): 3-19. doi: 10.1007/s10671-011-9126-5
滕媛. 基于PISA的分析: 哪类学习机会与学业表现相关更大[J]. 中小学管理, 2014(8): 24-27.
陈依婷, 郭少阳, 杨向东. 课堂学习机会对学业成绩的影响—以课堂教学形态为调节变量[J]. 教育学术月刊, 2019(9): 101-111.
WANG M T, Jennifer A, et al. The Math and Science Engagement Scales: Scale Development, Validation, and Psychometric Properties[J]. Learning and Instruction, 2016, 43: 16-26. doi: 10.1016/j.learninstruc.2016.01.008
DOTTERER A M, LOWE K. Classroom Context, School Engagement, and Academic Achievement in Early Adolescence[J]. Journal of Youth and Adolescence, 2011, 40(12): 1649-1660. doi: 10.1007/s10964-011-9647-5
CHRISTENSON S L, RESCHLY A L, WYLIE C. Handbook of Research on Student Engagement[M] //VOELKL K E. School Identification. New York: Springer, 2012: 193-218.
董妍, 俞国良. 青少年学业情绪对学业成就的影响[J]. 心理科学, 2010, 33(4): 934-937, 945.
VEENMAN M V J, KOK R, BLÖTE A W. The Relation between Intellectual and Metacognitive Skills in Early Adolescence[J]. Instructional Science, 2005, 33(3): 193-211. doi: 10.1007/s11251-004-2274-8
RICHARDSON M, ABRAHAM C, BOND R. Psychological Correlates of University Students' Academic Performance: a Systematic Review and Meta-Analysis[J]. Psychological Bulletin, 2012, 138(2): 353-387. doi: 10.1037/a0026838
赵坤, 刘毅玮. 社会认知视角下的自我调节学习理论[J]. 上海教育科研, 2009(1): 30-33. doi: 10.3969/j.issn.1007-2020.2009.01.008
WENTZEL K R. Does being Good Make the Grade? Social Behavior and Academic Competence in Middle School[J]. Journal of Educational Psychology, 1993, 85: 357-364. doi: 10.1037/0022-0663.85.2.357
Fredricks J A. School Engagement: Potential of the Concept, State of the Evidence[J]. Review of Educational Research, 2004, 74(1): 59-109. doi: 10.3102/00346543074001059
朱雁, 徐瑾劼. TALIS2018视域下中英初中数学课堂的审视与比较[J]. 中国教育学刊, 2019(11): 24-30.
郑太年, 王美, 林立甲, 等. 我国教师的教学方法及其对学生数学成绩和问题解决能力的影响[J]. 全球教育展望, 2013, 42(2): 34-44, 62.
PRAETORIUS A K, KLIEME E, HERBERT B, et al. Generic Dimensions of Teaching Quality: The German Framework of Three Basic Dimensions[J]. ZDM, 2018, 50(3): 407-426. doi: 10.1007/s11858-018-0918-4
陈旭, 张大均, 程刚, 等. 教师支持与心理素质对中学生学业成绩的影响[J]. 心理发展与教育, 2018, 34(6): 707-714.
陈彦垒, 郭少阳. 初中生感知教师支持行为对学业成就的影响: 有中介的调节效应[J]. 中国临床心理学杂志, 2016, 24(2): 332-337.
TENNANT J E, DEMARAY M K, MALECKI C K, TERRY M N, CLARY M, ELZINGA, N. Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being[J]. School Psychology Quarterly, 2015, 30(4): 494-512. doi: 10.1037/spq0000106