初中生师生关系对学业成绩的影响研究

本研究采用自编问卷,选取384名初中生为被试,考察初中生师生关系的特点以及与学业成绩的关系.研究表明:(1)初中生师生关系主要表现为亲密性、依赖性、冲突性三个维度;(2)师生关系在冲突性上年级差异极其显著,在亲密性、依赖性上不显著;(3)师生关系与学业成绩为显著正相关,在冲突性方面差异显著,在亲密性、依赖性方面差异不显著.因此,建立良好的师生关系,有助于减少师生之间的冲突;建立相互尊重、相互信任的师生关系,有利于促进学生的学业成绩.     

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.     

中小学生师生关系发展特征研究

本研究从学生角度去探讨中小学师生关系在亲密性、主动性和合作性等方面的特点。研究结果表明：师生关系亲密性总体呈随年级升高下降的趋势,女生在师生关系亲密性上得分比男生高;师生关系主动性总体随年级升高而降低,年级X性别的交互作用在中小学都很明提;师生关系合作性总体随年级升高而降低,年级X性别的交互作用最明显出现在小四至初二阶段;师生关系的亲密性、合作性和主动性三方面并非平均发展,合作性表现最高,主动性表现最低,亲密性居中。     

初中生父母教养方式、自尊与学习主观幸福感的关系研究

本研究目的在于揭示初中学生父母教养方式、自尊和学习主观幸福感的内在联系。采用了Rosenberg的自尊量表(The Self-Esteem scale,简称SES),付丽丽(2010)编制的中学生学习主观幸福感问卷和龚艺华(2002)参考父母教养方式结构的理论构想编制的父母教养方式问卷作为研究工具,以济南市历下区某所中学的165名初中生为研究对象进行研究,调查数据用SPSS17.0进行处理和分析。本研究得出以下结果:(1)初中生总体的自尊处于中上等水平,性别差异不显著。年级差异显著,其中初一和初二年级间存在显著年级差异。(2)中学生学习主观幸福感总体处于中等偏上水平,性别和年级间的差异都不显著(3)中学生父母教养方式的专制型、信任鼓励型、忽视型、溺爱型维度在性别上存在显著。在年级上,初一年级和初二年级在专制型与忽视型维度都存在显著年级差异。初一年级和初三年级在专制型维度上存在显著年级差异。(4)学习主观幸福感、自尊水平与情感温暖型父母教养方式、信任鼓励型教养方式维度间具有非常显著的正相关关系。自尊水平与专制型、溺爱型、忽视型教养方式维度间具有非常显著的负相关关系。(5)初中生的父母教养方式、自尊对学习主观幸福感具有正向预测作用。(6)初中生的父母教养方式对学习主观幸福感进行预测的过程中,自尊起到了部分中介作用。     

初中生校园压力来源及压力感特点研究

本研究在自编问卷的基础上,探讨初中生校园压力来源,及压力感的特点。结果表明：初中生的校园压力主要有四个来源,学校要求、自我表现、师生关系及同伴关系;初中生的校园压力感有5种体验类型,低压力型;高压力型;学校要求敏感型：自我表现敏感型;同伴关系敏感型;初中生校园压力感存在显著的年级差异,初二学生对学校要求有特殊敏感性,初一、初二年级自我表现方面的压力感突出,初三年级校园压力感总体水平较低;初中生的校园压力感没有显著的性别差异。     

在江苏藏族初中生学业求助特点及对策

采用学业求助量表对江苏省常州西藏民族中学240名初中生进行调查,探讨其学业求助的特点。结果表明:学业求助总体水平较低;初一学生的工具性求助显著高于初二、初三学生,初二、初三学生的执行性求助和回避求助显著高于初一学生,而初二、初三学生的工具性求助、执行性求助和回避求助均无显著年级差异;女生的工具性求助显著高于男生,而执行性求助和回避求助则无显著性别差异。为使在江苏藏族初中生提高学业求助水平,建立良好师生关系是前提,理解学业求助策略是基础,掌握学业求助技能是关键。     

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。     

中学生敏感焦虑人格特质发展特点实验的研究

本研究通过问卷法对167名初中生做焦虑自评,以判断各个年级的初中生的焦虑发展水平。得到结论,初一到初三焦虑状况总体上呈现显著差异。初二与初一存在显著差异,初三与初一存在显著差异。     

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。     

初中生对自己学习能力评价的研究

本研究针对城市普通中学445名初一至初三年级的青少年进行了问卷调查,以研究初中学生对自己的学习能力的评价.研究结果表明:(1)初中学生在对自己课堂学习能力的评价上,总体处于中上水平.男女生之间课堂学习能力差异不显着;初三学生的课堂学习能力低于初一、初二学生课堂上的学习能力,且存在显着差异;性别与年级之间交互作用不显着.(2)初中学生在课下学习能力上略低于课上学习能力,但仍处于中上等水平.男生与女生之间差异不显着;性别与年级之间交互作用不明显;初一与初三年级学习能力差异显着,初三女生的学习能力低于初一、初二女生的学习能力,也存在显着差异.(3)初中学生在考试焦虑上总体处于中等水平.男女生之间差异不显着;性别与年级之间相互作用不明显.     

Friendships and Romantic Relationships of Black and White Adolescents

Prior research on adolescent peer relationships has focused on interpersonal dimensions of friendships but not of romantic relationships, and has rarely examined minority groups. We used a random sample of 122 adolescents to examine race and gender differences in friendships, romantic relationships, and the congruence between closest friendship and romantic relationship on five interpersonal domains: mutual support, self-disclosure, hurtful conflict, fear of betrayal, and interpersonal sensitivity. Significant race by gender differences in the difference between relationship type for both positive and negative dimensions of relationships were found. White girls reported significantly higher levels of self-disclosure in their friendship ties in comparison to romantic relationship, whereas white boys reported nearly equivalent levels. In comparison to white adolescents, Black adolescent girls and boys had similar levels of self-disclosure in their romantic relationships as their same-sex friendships. With regards to negative elements of relationships, girls reported more hurtful conflict in romance than friendship, whereas boys reported an opposite pattern. Results highlight the importance of consideration of race and gender influences on youth interpersonal skills within peer and romantic relationships.     

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.     

父母冲突、青少年应对策略及其与青少年社会适应的关系

以736名小学、初中、高中学生为被试,着重探讨了父母冲突内容、青少年应对策略和青少年社会适应之间的关系。研究发现:(1)父母冲突中指向孩子和指向父母自身的冲突普遍较少,但指向孩子的冲突显著地多于指向父母自身的冲突。指向孩子的冲突存在显著的性别和年级主效应;(2)青少年所使用的间接应对策略要显著地多于直接应对策略,直接应对和间接应对策略均存在显著的性别和年级主效应;(3)青少年的不良行为存在显著的性别主效应,学习问题、抑郁和主观幸福感存在显著的年级主效应;(4)父母冲突多的青少年和使用应对策略少的青少年出现的不良行为、学习问题和抑郁要显著地高于父母冲突少、使用应对策略多的青少年,但前者感受到的主观幸福感要显著地少于后者;(5)指向孩子的冲突和直接应对策略可以显著地预测青少年的不良行为,指向孩子和指向父母自身的冲突可以显著地预测青少年的学习问题。间接应对策略和指向父母自身的冲突可以显著地预测青少年的抑郁情绪,同时,间接应对策略可以显著地影响青少年的主观幸福感。     

Influence of individual and interpersonal factors on satisfaction and stability in romantic relationships

Guided by Bradbury and Fincham's (1988) contextual model, the current study examined the influence of distal factors that reflect orientations toward relationships (relationship standards, attachment motivation, autonomy motivation) and proximal factors that reflect patterns of interaction (self-disclosure, socioemotional behaviors, conflict tactics) on satisfaction in romantic relationships. Although we expected both types of factors would be associated with satisfaction, we hypothesized that the daily interactional patterns would mediate the relationship between the individual factors and satisfaction. At Time 1, individual factors and satisfaction were measured via questionnaire, and interpersonal factors were measured via a 2-week daily interaction record. The results indicated the individual factors of attachment motivation and autonomy motivation, and the interpersonal factors of self-disclosure and positive socioemotional behaviors were related to satisfaction. Regression analysis indicated the proximal factors partially mediated the relationship between the distal factors and Satisfaction. At Time 2 (approximately 6 months later), slightly more than half of the original sample was contacted to assess respondents’relationship status; those respondents whose relationships were stable (continued over time) had significantly higher mean scores on attachment, positive behaviors, and self-disclosure at Time 1 than did respondents whose relationships had dissolved. Taken together, these results suggest that attachment and prosocial communications are central dimensions contributing to satisfaction and stability in dating relationships.     

Perceived Parental Control and Parent–Child Relational Qualities in Early Adolescents In Hong Kong: Parent Gender, Child Gender and Grade Differences

This study examined parent gender, child gender and grade differences in perceived parental control and parent–adolescent relational qualities in early adolescents in Hong Kong, People’s Republic of China. Utilizing a longitudinal research design, 2,559 Chinese secondary school students responded to instruments assessing perceived parental behavioral control, parental psychological control, and parent–child relational qualities over three consecutive years. Results showed that there were parent gender and child gender differences in parental control and parent–adolescent relational qualities, but interaction effects of parent gender and child gender were also found. These findings strongly challenge the traditional Chinese cultural belief of “strict fathers, kind mothers”. Results also consistently showed that the levels of perceived parental behavioral control and parent–child relational qualities gradually declined from grades 7 to 9 in early adolescent years in the Chinese culture.     

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。     

On the benefits of giving as well as receiving autonomy support: mutuality in close friendships

Two studies examined autonomy support within close friendships. The first showed that receiving autonomy support from a friend predicted the recipient's need satisfaction within the relationship and relationship quality as indexed by emotional reliance, security of attachment, dyadic adjustment, and inclusion of friend in self and that there was significant mutuality of receiving autonomy support and of each other variable. The relations of perceived autonomy support to need satisfaction and relationship quality held for both female-female and male-male pairs across the two studies. The second study replicated and extended the first, showing that receiving autonomy support also predicted psychological health. Furthermore, giving autonomy support to a friend predicted the givers' experience of relationship quality over and above the effects of receiving autonomy support from the friend. When both receiving and giving autonomy support competed for variance in predicting well-being, giving, rather than receiving, autonomy support was the stronger predictor.     

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.