3～6年级学生及其教师对师生关系知觉的比较研究

采用师生关系学生知觉和教师知觉问卷,分别由508名3~6年级学生及其16名班主任教师对两者之间的关系进行评价,结果表明:(1)教师和学生知觉的师生关系具有相似的结构成分:亲密性、冲突性和反应性;(2)学生知觉到的师生关系与教师知觉到的师生关系特点有显著的不同:相对于教师而言,4~6年级学生知觉到的师生关系更为消极;而3年级学生知觉到的师生关系则更为积极.(3)快速聚类分析的结果表明,教师知觉和学生知觉的师生关系可以聚为两种相同的类型:亲密型和冲突型.教师和学生知觉类型一致的比例为62.5%;不一致类型的比例为37.5%.(4)在师生关系的类型上,三年级学生知觉到的亲密型比例显著高于教师知觉,而冲突型比例则显著低于教师知觉;六年级学生与此相反.     

云南省中小学生师生关系发展特点及对学校适应的预测

考察云南省中、小学生师生关系的发展趋势、类型特点和师生关系对中小学生学校适应的作用.采用分层随机取样的方式选取云南省中小学生9055名,调查了他们的师生关系和学校适应.结果发现:(1)云南省中小学生与教师的依恋和亲密性随年级升高呈下降趋势,冲突和回避性随年级升高呈先上升后下降趋势,初中生得分最高.不同年级段学生和性别之间存在显著差异;(2)云南省中小学生与教师的关系存在三种类型:矛盾型、疏远型和亲密型.在矛盾型分布上,随年级升高呈先上升后下降趋势,初中生矛盾型最多.在疏远型上,随年级升高呈上升趋势,高中生疏远型最多.在亲密型上,随年级升高呈下降趋势,小学生亲密型最多.在三种类型上,小学和初中年级段学生存在显著性别差异;(3)冲突性和亲密性是中小学生学校适应的重要预测变量,回避性对中学生有显著预测作用.(4)具有亲密型师生关系的学生学校适应能力显著好于矛盾型和疏远型.结论:应加强对学生亲密型师生关系的培养,更加重视对中学生师生关系的干预.     

小学生的师生关系特点与学生因素的关系研究

采用师生关系教师评定量表,由14名班主任教师对498名3—6年级学生与教师的关系进行评价,旨在了解学生因素对其师生关系的影响.结果表明:(1)小学生的年级与其师生关系有显著的联系.五年级学生表现出高亲密、高反应和高冲突的特点,而六年级则表现出低亲密、低反应和低冲突的特点.(2)男女学生在师生关系的亲密性和反应性上有显著差异,女生的师生关系比男生更为积极.(3)学生的学业表现与师生关系特点有显著的联系,学业表现好的学生有更积极的师生关系.(4)运用分层回归分析的结果表明,学生的年级、性别、学业表现对师生关系均有显著的回归效应.     

中学生师生关系的结构、类型及其发展特点

选取319名初一至高三学生作为被试,主要采用问卷法,考察中学生师生关系的结构、类型及其发展特点。结果表明：（1）师生关系结构具有冲突性、依恋性、亲密性和回避性四个维度;（2）师生关系类型包括矛盾冲突型、亲密和谐型和疏远平淡型三种类型;（3）师生关系各维度不存在显著性别差异,但存在显著年级差异,师生关系质量随年级升高呈波浪式下降趋势,初一学生的师生关系最好,初二和高二学生的师生关系最不理想;（4）师生关系各类型的人数比例存在显著年级差异。     

中小学生的师生关系与其学校适应

采用问卷法,考察了小学五年级到初中三年级665名学生的师生关系及学校适应特点。结果表明,在师生关系的亲密性维度,初中三年级显著低于其他3个年级,而在冲突性维度则显著高于其他3个年级;在冲突性维度上,女生得分显著低于男生。师生关系可以归为3种类型:亲密型、一般型和冲突型。亲密型师生关系的学生在学校态度、学业行为和社会行为方面均显著好于一般型和冲突型师生关系的学生;师生关系对学校态度、学业行为和亲社会行为均有显著的预测作用;学校喜欢和回避对学业行为、退缩行为有显著的预测作用。     

童年中期社交退缩类型与友谊和孤独感的关系研究

本研究以571名3-6年级的小学生为被试,采用问卷法探讨童年中期儿童社交退缩类型、友谊和孤独感的关系。结果表明:社交退缩儿童的孤独感随年级的升高都是呈现的下降趋势,安静退缩型儿童的孤独感低于活跃退缩型儿童。在互选朋友数量、友谊质量的陪伴和娱乐维度以及亲密与交流维度上不同社交退缩类型的儿童存在差异。友谊在活跃退缩行为和孤独感之间的中介效应是显著的。     

小学儿童英语课堂学习焦虑发展及其与教师教育行为的关系

运用《外语课堂学习焦虑量表》和《教师教育行为问卷》对399名3～6年级小学儿童英语课堂学习焦虑及他们知觉到的英语教师的教育行为进行了考察。结果发现:(1)小学儿童英语课堂学习焦虑随年级升高而逐渐增长,五、六年级儿童在交际畏惧、考试焦虑、否定评价恐惧方面的得分都显著高于三、四年级儿童;(2)交际畏惧和考试焦虑是我国小学阶段儿童的主要焦虑类型;(3)在英语课堂学习焦虑的三个维度上,男女生差异均不显著;(4)教师的消极反应与评价、鼓励与帮助是预测学生英语课堂学习焦虑的重要变量。研究结果表明,学校、教师和家长应重点关注高年级学生的课堂学习焦虑情况,加强情感疏导,并且教师要多给予学生积极的评价,有助于降低学生的课堂焦虑情绪。     

云南省学生亲社会倾向发展趋势及对学校适应的预测

考察云南省大、中、小学生亲社会倾向的发展趋势、类型特点和亲社会倾向与大中小学生学校适应的关系。采用分层随机取样的方式选取云南省大学生3249名和中小学生9055名,调查了他们的亲社会倾向和学校适应。结果发现:(1)云南省大中小学生的亲社会倾向随年级升高而增加,不同年级段学生之间,以及不同年级段男女生之间在亲社会倾向上均存在显著差异;(2)公开和匿名倾向类型所占比例随年级上升而下降,紧急倾向类型相反,紧急倾向在各个年级段所占比例最大,不同年级段学生和性别之间存在显著差异;(3)云南学生亲社会倾向总得分高于其它地方的学生,但在利他倾向上却显著低于其他地方的学生;(4)亲社会倾向对大中小学生的学校适应有显著的预测作用,但对大学生的预测力较小。应加强云南大中小学生利他倾向的培养,发挥亲社会倾向的作用。     

初中二年级学生学习困难、人际关系、自我接纳对心理健康的影响

以134名初中二年级学生为被试,采用协方差结构模型对学习困滩、人际关系、自我接纳与心理健康的关系进行研究.结果表明:(1)学习困难对心理健康有显著的负面影响;自我接纳对心理健康有显著的正面影响.(2)学习困难对亲子关系和师生关系有显著负面影响.(3)亲子关系对自我接纳有显著的正面影响.     

蒙古族青少年个性素质特点研究

采用<青少年心理健康素质调查表·个性素质量表>,对内蒙古自治区1768名蒙古族中小学生进行了测查,目的是探讨蒙古族青少年个性素质发展特点.结果表明:(1)个性素质分量表在蒙古族青少年群体中测试具有较好的信度,总量表的a系数为0.872,分半信度系数为0.824;量表7个因子的模型结构得到了证实.(2)个性素质某些因素上存在显著性别差异,责任因素上女生非常显著高于男生,冒险、独立两个因素上男生显著高于女生.(3)在所有个性素质上,重点学校学生显著高于一般学校学生.(4)在内外倾、乐观-悲观、责任、耐挫折、独立5个因素上,城市和城镇来源的青少年显著高于农牧区来源的青少年.(5)蒙古族青少年个性素质发展在所有因子上均存在年级差异.随年级增高,内外倾、乐观-悲观、责任、耐挫折、独立因子上呈起伏上升趋势,意志和冒险因子上呈现下降趋势.所有因子均显示高中生之间没有显著差异.     

The role of teachers' self-efficacy beliefs in the development of teacher-student relationships

Prior literature has suggested that teachers who are confident in their abilities to teach, assess, and manage classroom behavior may be more likely to engage in practices that lead to supportive and secure relationships with students. The current study investigated the trajectories of teacher-student relationships, examining the extent that teacher self-efficacy beliefs predicted ratings of conflict and closeness for 885 students from second to sixth grade. The trends of teacher-student closeness and conflict were modeled using a parallel curve of factors approach, controlling for student demographics and teacher-student racial and gender alignment prior to examining the extent that teacher self-efficacy beliefs influenced closeness and conflict across grades. Results from the parallel trajectories suggested that teacher-student conflict was stable from second to sixth grade, whereas teacher-student closeness demonstrated a declining curvilinear trend. The relationship between teacher-student conflict and closeness suggests that students with relatively high levels of conflict in second grade were likely to exhibit sharper declines in closeness over time. Across grades, teachers rated closer and less conflictual relationships with females but after controlling for gender and race (β = 0.083–0.328 for closeness; β = −0.118 to −0.238 for conflict), teacher-student racial and gender alignment associations with teacher-student relationship quality were less consistent. Teachers who reported higher self-efficacy beliefs were more likely to report higher ratings of closeness and lower ratings of conflict with students across all grades (β = 0.195–0.280 for closeness; β = −0.053 to −0.097 for conflict). These findings contribute to the literature regarding the role of teacher self-efficacy in teacher-student relationships. We discuss how teacher self-efficacy beliefs can be developed and leveraged to improve relationship quality in the classroom from a social cognitive perspective.     

The interpersonal character of teacher expectations: The perceived teacher-student relationship as an antecedent of teachers' track recommendations

Teacher expectations of students have long been recognized as a form of interpersonal expectations. In this study, we aimed to investigate the interpersonal character of teacher expectations by assessing 1) whether teacher expectations and the teacher-student relationship shared similar antecedents in terms of demographic characteristics of students, and 2) whether the dimensions closeness, conflict, and dependency of the teacher-student relationship were predictive of teacher expectations. Analyses were based on a large sample of 9881 students in 614 classes in the final grade of primary education. The results indicated that teacher expectations – as measured by track recommendations - and the teacher-student relationship were not consistent in antecedents. Student performance, parental education, and closeness were positive predictors of track recommendations, whereas they were negatively associated with conflict and dependency. Ethnicity was positively associated with track recommendations, but negatively with closeness. Furthermore, perceived closeness and conflict were not statistically significantly associated with track recommendations. A negative association was found for perceived dependency with teachers' track recommendations, although the latter association appeared stronger for high performing students. Finally, the results showed that teachers differed in how they weigh the conflict and dependency dimensions when formulating track recommendations, indicating that those teacher perceptions played a stronger role in some of the classes.     

中学生的情绪智力、社会问题解决技能对其师生关系的影响

为了考察中学生师生关系现状,并探讨中学生的情绪智力、社会问题解决技能与师生关系之间的内在联系,本研究采用《中学生情绪智力量表》、《中学生社会问题解决技能量表》和《中学生师生关系量表》对2172名中学生进行调查。结果发现：（1）中学生的师生关系的总体状况良好,且存在显著的年级和性别差异：初一、高一年级的师生关系好于初二、高二年级。在亲密性和支持性方面,不存在显著的性别差异,在冲突性方面,男生显著高于女生,在满意感方面,女生显著高于男生。（2）情绪智力的不同维度对中学生师生关系的预测作用各不一样。情绪感知对师生关系的亲密性具有显著的负向预测作用,对师生关系的冲突性具有显著的正向预测作用。情绪运用、理解和管理都能够显著预测师生关系,其中情绪运用对师生关系的亲密性、支持性和满意度的预测作用最为突出,情绪管理对师生冲突的负向预测作用最强。（3）社会问题解决技能在中学生情绪智力与师生关系之间起部分中介作用。     

Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences

Multiple group longitudinal cross-lagged panel models were implemented to understand the directional influences between teacher-student closeness and conflict and measured math and reading achievement across elementary grades and gender groups using the National Institute of Child Health and Human Development longitudinal sample (N = 1133). Specifically, after testing multiple group longitudinal measurement invariance to ensure consistent measurement across genders and time, and tests of equivalence of the latent parameters, we were interested in whether longitudinal changes in teacher-rated closeness and conflict explained longitudinal changes in achievement, and vice versa, and whether those longitudinal influences varied by gender. Latent teacher-student closeness decreased for both genders over time (Cohen's d = − 0.15 to − 0.32), but latent conflict increased for males (Cohen's d = 0.16). There was also increased heterogeneity in teacher-student relationship quality for males relative to females. Math and reading achievement had medium reciprocal effects (β = 0.12 to 0.23), and previous math achievement had small to medium effects on subsequent teacher-student closeness (β = 0.08 to 0.11) and conflict (β = − 0.07 to − 0.09). Teacher-student conflict and closeness did not influence subsequent levels of math or reading achievement once previous levels were controlled. Further, these influences were consistent across gender groups despite latent differences in teacher-student closeness and conflict with teachers reporting closer relationships with female students and more conflictual relationships with male students.     

Similarities and dissimilarities between teachers' and students' relationship views in upper elementary school: The role of personal teacher and student attributes

The present study aimed to advance insight into similarities and dissimilarities between teachers' and students' views of closeness and conflict in their dyadic relationship, and personal teacher and student attributes that contribute to these views. In total, 464 students (50.2% girls) and 62 teachers (67.5% females) from grades 4 to 6 participated in this study. Teachers filled out questionnaires about their background characteristics, self-efficacy (TSES), and student–teacher relationship perceptions (STRS) and students answered questions about their demographics and the student–teacher relationship quality (SPARTS). Peer-nominations were used to measure students' internalizing and externalizing behavior. Tests for measurement invariance suggested that the conflict and closeness constructs both approximated similarity across students and teachers. Multilevel structural equation models furthermore indicated that students' relationship perceptions, and conflict in particular, were predicted by their own gender, socioeconomic status, and internalizing and externalizing behavior. Additionally, teaching experience negatively predicted students' perceived conflicts. Teachers' relationship perceptions were both predicted by their own characteristics (teaching experience) and student features (gender, socioeconomic status, and externalizing behavior). These predictors explained between 39% and 61% of the variance in student- and teacher-perceived closeness and conflict. Last, teachers' general self-efficacy was positively associated with mean levels of closeness, and negatively associated with mean levels of conflict across student–teacher dyads.     

Developmental trajectories of teacher-student relationships and longitudinal associations with children's conduct problems from Grades 1 to 12

This study examined the development and continuity of teacher-student relationship quality across the formal schooling years (Grades 1 to 12) and investigated how variations (i.e., differential trajectories) in teacher-student relationship quality were longitudinally associated with children's conduct problems across childhood and adolescence. Participants consisted of 784 students (M_age = 6.57 in Grade 1; 47% girls, 37.4% Latino or Hispanic, 34.1% European American, and 23.2% African American) who were identified as being academically at risk (i.e., had low literacy scores at school entry). Distinct subgroups of children were identified based on variations in their teacher-student warmth and conflict trajectories, and patterns of continuity and change were also assessed across the transition to middle school. The findings provided insights into how the duration, magnitude, and timing of teacher-student relationship quality were associated with children's conduct problems. More specifically, relationships characterized by early-onset deficits, chronic and persistent relationship difficulties, or adolescent-onset conflict were associated with distinct patterns of conduct problems throughout childhood and adolescence.