作　　者： ; ;

机构地区： 中山大学教育学院心理学系

出　　处： 《全球教育展望》 2013年第1期121-128,52,共9页

摘　　要： 本研究探讨了教师严厉对学生问题行为(包括攻击和退缩行为)、班级气氛(包括同学友爱和班级秩序)和学生自感社交能力关系的影响。通过同伴提名法和自陈量表法对4654名初中生以及82位班主任进行了测量。多层分析结果显示,教师严厉可以增强攻击行为、同学友爱、班级秩序与自感社交能力的正向关系,减弱退缩行为与自感社交能力的负向关系。说明教师严厉对学生社会性发展具有一定的积极调节作用。本文从中西方文化差异的角度对这一结果进行了讨论。 The present study examined harshness and demandingness of middle school class- room teachers in relation to students＇ social behaviors, classroom climate, and self- perceived social competence. Based on 4654 students and 82 teachers, the results suggest that, unlike what have been reported in the Western literature about teacher harshness, teacher harshness in China had positive effects in reducing the negative association between student social withdrawal and self - perceived social competence, and in strengthening the positive relations of student aggression, classroom interaction, and classroom order to self - perceived social competence. These findings were presented in a discussion of East - West cultural differences.

关 键 词： 教师教育行为 教师严厉 自感社交能力 攻击行为 退缩行为 班级气氛

领　　域： [哲学宗教] [哲学宗教] [文化科学] [文化科学]