Cross-lagging analysis of teachers praise classroom environment and eighth grade students’ mental health

Abstract

Objective To explore the relationship between teachers praise, classroom environment and eighth grade students' mental health.

Methods Based on the baseline data in 2013 — 2014 and panel data in 2014 — 2015 of China Education Panel Survey, 9 207 eight grade students followed up for 1 years were selected as subjects. Associations between teacher praise with classroom environment and mental health among students were analyzed by cross lagging analysis.

Results Teachers' praise at T1 could significantly predict the classroom environment at T2( β = 0.09, P<0.01), and couldn't significantly predict the mental health at T2( β = 0.02, P>0.05) ; Classroom environment at T1 could significantly predict teachers' praises ( β = 0.10, P<0.01) and mental health at T2 ( β = 0.08, P<0.01) ; Mental health at T1 significantly predicted the teachers' praises at T2 ( β = 0.09, P<0.01), and the class environment of T2( β = 0.06, P<0.01).

Conclusion There is a causal relationship between teacher' praise, class environment and students' mental health.

Abstract

【摘要】 目的 探讨教师表扬、班级环境和学生心理健康之间的相互关系, 为中学生心理健康策略研究提供实验数 据。 方法 基于中国教育追踪调査 2013—2014 学年基线数据 (T1) 和 2014—2015 学年追踪数据 (T2), 以间隔 1 年追踪获 得的 9 207 名八年级学生为被试, 采用交叉滞后分析的方法分析学生报告的教师表扬、班级环境和学生心理健康数据。 结果 T1的表扬能正向预测 T2 的班级环境 ( β = 0.09, P<0.01), 不能预测 T2 的心理健康 ( β = 0.02, P>0.05); T1 的班级环境 能正向预测T2的教师表扬 ( β = 0.10, P<0.01) 和心理健康 ( β = 0.08, P<0.01) ; T1 的心理健康能正向预测T2的教师表扬 ( β = 0.09, P<0.01) 和班级环境 ( β = 0.06, P<0.01)。 结论 教师表扬、班级环境和学生心理健康存在互为因果、相互影响的关系。