| 班主任协商管理行为、师生关系与小学4~6年级学生外化问题行为的相互作用关系：交叉滞后研究 |
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| 引用本文： | 谢其利,郑惠珍,江光荣,任志洪,樊燕飞,刘加怀,张文. 班主任协商管理行为、师生关系与小学4~6年级学生外化问题行为的相互作用关系：交叉滞后研究[J]. 心理学报, 2021, 53(10): 1120-1132. DOI: 10.3724/SP.J.1041.2021.01120 |
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| 作者姓名： | 谢其利 郑惠珍 江光荣 任志洪 樊燕飞 刘加怀 张文 |
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| 作者单位： | 1.贵州师范学院心理健康教育与咨询中心, 贵阳 550018;2.青少年网络心理与行为教育部重点实验室, 华中师范大学心理学院, 湖北省人的发展与心理健康重点实验室, 武汉 430079;3.湖北省水果湖第一中学, 武汉 430071;4.湖北省武汉市硚口区教育科学研究室, 武汉 430030 |
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| 基金项目： | 贵州省高等学校教学内容和课程体系改革项目(GZJG20210139);国家社科基金重大投标项目(16ZDA232);湖北省教育科学规划重点项目(2019JA095) |
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| 摘 要： | 为探讨班主任协商管理行为、师生关系和学生外化问题行为三者间的相互作用关系, 在1个学年中, 采用问卷法对1407名小学4~6年级学生进行3次追踪测量。交叉滞后分析结果表明：(1)班主任协商管理行为启动积极的相互作用过程, T1时的班主任协商管理行为能显著减少T2时的学生的外化问题行为、提升T2时的师生关系亲密和降低T2时的师生关系冲突, 进而显著影响T3时的班主任协商管理行为、师生关系和学生外化问题行为; (2)学生外化问题行为驱动消极的相互作用过程, T1时的学生外化问题行为能显著减少T2时的班主任协商管理行为、降低T2时的师生关系亲密和增加T2时的师生关系冲突, 进而显著影响T3时的学生外化问题行为、师生关系和班主任协商管理行为。研究结果支持动态相互作用模型, 提示班主任在警醒学生外化问题行为的负面驱动作用的同时, 可有意识地利用协商管理行为的积极驱动作用干预学生的外化问题行为。
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| 关 键 词： | 班主任协商管理行为 学生外化问题行为 师生关系 相互作用关系 交叉滞后研究 |
| 收稿时间： | 2020-11-23 |
The reciprocal relationships between head teachers’ negotiation management behavior and teacher-student relationship and primary school students’ externalizing problem behaviors from grades four to six: A cross-lagged study |
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| XIE Qili,ZHENG Huizhen,JIANG Guangrong,REN Zhihong,FAN Yanfei,LIU Jiahuai,ZHANG Wen. The reciprocal relationships between head teachers’ negotiation management behavior and teacher-student relationship and primary school students’ externalizing problem behaviors from grades four to six: A cross-lagged study[J]. Acta Psychologica Sinica, 2021, 53(10): 1120-1132. DOI: 10.3724/SP.J.1041.2021.01120 |
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| Authors: | XIE Qili ZHENG Huizhen JIANG Guangrong REN Zhihong FAN Yanfei LIU Jiahuai ZHANG Wen |
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| Abstract: | Students’ externalizing problem behaviors negatively impact on the current and future development of themselves, classmates and teachers. Managing students’ externalizing problems is a great challenge for teachers. Previous studies in a Western educational environment and experience of excellent domestic head teachers indicate that head teachers can effectively reduce students’ externalizing problem behaviors by adopting negotiation management strategies and building positive teacher-student relationships. Most of the existing studies emphasize the influence of teachers’ negotiation management behavior and the teacher-student relationship on students’ externalizing problem behaviors. However, conversely, the transactional model suggests that students’ externalizing problem behaviors may also affect teachers’ negotiation management behavior and the teacher-student relationship. The present study aims to explore the reciprocal relationships between head teachers’ negotiation management behavior and teacher-student relationship and primary school students’ externalizing problem behaviors from grades four to six in China. The questionnaire on head teachers’ negotiation management behavior, and the strengths and difficulties questionnaire, and the student perception of affective relationship scale was used for measurement were administered to 1407 students from grades four to six at three different periods in one school year. All the measures were reliable and valid. SPSS 20.0 and Mplus 7.4 were used to analyze the data. A cross-lagged model was used to investigate the reciprocal relationship among the head teachers’ negotiation management behavior, the teacher-student relationship, and primary school students’ externalizing problem behaviors. The results reflected that, after controlling for covariates, simultaneous correlation, and auto-regression of variables, head teachers’ negotiation management behavior drove the positive interaction cycle. The head teachers’ negotiation management behavior at Time 1 reduced the students’ externalizing problem behavior, improved the closeness of the teacher-student relationship, and decreased the conflicts of the teacher-student relationship at Time 2, which further affected the head teachers’ negotiation management behavior, the teacher-student relationship, and the students’ externalizing problem behaviors at Time 3. The students’ externalizing problem behaviors drove the negative interaction cycle. The students’ externalizing problem behaviors at Time 1 reduced the head teachers’ negotiation management behavior, decreased the closeness of the teacher-student relationship, and increased the conflicts of the teacher-student relationship at Time 2, which further affected the students’ externalizing problem behaviors, the teacher-student relationship, and the head teacher’s negotiation management behavior at Time 3. These observations deepen the understanding of the complex reciprocal relationships between head teachers’ negotiation management behavior and teacher-student relationship and primary school students’ externalizing problem behaviors from grade four to six in China. Additionally, the findings have important implications for preventing and intervening in students’ externalizing problem behaviors. The results reflect that the head teachers need to be aware of the negative “driver” role of students’ externalizing problem behaviors, and consciously use the positive “driver” role of negotiation management behavior to break the negative cycle driven by students’ externalizing problem behaviors. |
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| Keywords: | head teachers’ negotiation management behavior students’ externalizing problem behaviors teacher- student relationship reciprocal relations cross-lagged study |
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