学生学业成绩和教师控制知觉对教师差别行为的影响
Effects of Student's Academic Achievement and Perceived Control of Teachers on Teachers' Differential Behavior

采用整群抽样法,选取651名六年级小学生及其所属班级的21名班主任为被试,考察学生学业成绩和教师控制知觉对教师差别行为的影响及作用机制,探讨教师控制知觉的中介作用及其学生性别差异。结果显示:(1)女生报告获得教师更多积极行为,男生报告获得教师更多消极行为;(2)在控制了学生性别与学校地区以后,学生学业成绩仍能有效预测教师差别行为中的机会特权、情感支持和指导控制等行为,教师控制知觉能够有效预测机会特权、指导控制、情感支持和负性反馈等行为;(3)教师控制知觉在学生学业成绩与教师差别行为之间起中介作用;(4)教师控制知觉的中介模型存在学生性别差异,男生群体为完全中介作用,女生群体为部分中介作用。
A research with a group sample of 651 sixth grade students and 21 class teachers was conducted to examine the impact of the academic achievement of students and the perceived control of teachers on the differential behavior of teachers, and to discuss the mediating effect of the perceived control of teachers, and the gender difference of this mediating effect. The result demonstrated (1) more positive behavior of teachers were reported by girls, while more negative behavior by boys; (2) when students gender and school were controlled, student's academic achievement could significantly predict dimensions teacher's differential behavior, such as opportunity and privilege, direction and control, and emotional support, and teachers' perceived control could predict dimensions such as opportunity and privilege, direction and control, negative feedback, and emotional support; (3) the mediating effect of teacher's perceived control existed between student's academic achievement and teacher's differential behavior; (4) a gender difference in the mediating effect of teacher's perceived control existed:a full mediation was found in boys and a partial mediation in girls. The possible mechanisms and implications of such mediating effect were also discussed.