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- 2016
教师期望对幼儿人格的影响:师幼关系的中介效应
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Abstract:
研究选取634名幼儿为被试，采用问卷法，应用多层线性模型，在班级和个体两个层面上，探讨教师期望对幼儿人格的影响，并考察师幼关系的中介效应。研究表明：（1）个体层面和班级层面教师期望对师幼关系均有显著预测作用。（2）个体层面上教师期望对人格智能特征、认真自控、外倾性和亲社会性有显著的预测作用；班级层面，班级平均教师期望对认真自控有显著预测作用。（3）个体层面上，师幼关系是教师期望影响人格的认真自控、外倾性、亲社会性和情绪稳定性的中介变量；班级层面上师幼关系无显著的中介作用。
Individual personality begins with the early childhood. At the same time, early childhood is the fast development period of a variety of personality traits. So it is of great importance to pay attention to children's personality development and discusses the influence factors of children's personality for shaping sound personality. It has been well demonstrated that personality receives effects from the multi-level environment background. The school is the most close Microsystem which children live in, and teacher is one of the significant others. The purpose of the present study is to explore how teacher expectations and teacher-children affect children's personality. 634 children were tested using questionnaires, and hierarchical linear modeling (HLM) was applied to explore the relationship between teacher expectations and personality at individual and class levels and the mediating effect of teacher-children relationship in this relationship. Study concluded that, (1) Teacher Expectations were positively related to teacher-child relationship at individual as well as class levels. (2) In terms of individual level, teacher expectations had a direct effect on fore dimensions of personality (intelligence, conscientiousness, extraversion and pro-sociality), and class level, teacher expectations had a direct effect on conscientiousness. (3) In terms of individual level, teacher-child relationship mediated the relationship between teacher expectations and personality (intelligence, conscientiousness, extraversion and pro-sociality). However, the research didn't find the relationship between teacher expectations and personality was mediated by teacher-child relationship at class level.
