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为考察初中生教师权威认知与自我意识的关系,采用教师权威认知问卷和Piers-Harris儿童自我意识问卷对298名初中生进行调查,发现不同年级学生的师德与知识水平、不良处理方式存在显著差异;自我意识和教师权威认知呈极其显著的正相关;自我意识量表中的行为、智力与学校状况分量表对教师权威认知有较好的正向预测作用。
In order to investigate the relationship between junior middle school teachers’ authoritative cognition and self-awareness, 298 junior high school students were investigated by the teacher’s authority cognitive questionnaire and the Piers-Harris Questionnaire on Children’s Self-Consciousness. The results showed that the grade and level of the students in different grades were poor, There is a significant difference; self-awareness and teacher’s authority cognition is extremely significant positive correlation; self-awareness scale behavioral, intellectual and school status subscales on teachers’ perception of authority has a better positive predictive effect.