学生学业和行为特征如何影响教师支持？来自个体和圈子层面的证据

教师支持是师生关系的重要指标，由教师和学生共同建构；学生的学业和行为特征会影响教师支持，但是以往研究主要关注学生个体特征的影响，极少考察学生所在小群体的作用。本研究以个体和其所在圈子的学业成就、亲社会行为、攻击行为为特征，考察其对教师支持的影响，结果发现：（1）个体的学业成就积极预测后续教师支持的增加；（2）在高学业成就圈子中，个体学业成就的提高能够预测教师支持的增加，而在低学业成就圈子则不能；（3）与男生相比，在低亲社会圈子中的女生获得的教师支持更少，而在高亲社会圈子中的女生则能够获得比男生更高的教师支持。

How Adolescents' Academic and Behavioral Characteristics Influence teacher support: Evidence from Individuals and Peer Groups

Teacher support is an important indicator of teacher-student relationship. It is jointly constructed by teachers and students. Previous research mostly focused on teachers and individual students or teachers and classes as a whole, but ways individual students and groups interact with teachers interactively were less considered. The current study was characterized in the academic achievement, prosocial behavior, and aggressive behavior of individuals and their peer groups and examined their impact on teacher support. The results showed that: (1) In terms of individuals, individual's academic achievement positively predicted the increase of follow-up teacher support. (2) Only in high academic achievement groups, an increase in individual achievement predicted an increase in teacher support. (3) Girls in low prosocial groups received less teacher support than boys, while girls in high prosocial groups received more teacher support than boys.