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目的探讨农村小学教师期望对学生孤独感的影响,以及学生知觉的中介作用。方法采用教师期望评定表、小学生知觉教师期望问卷和儿童孤独量表,对16名班主任和576名学生进行调查。结果①教师期望各维度与孤独感各维度均有显著负相关(P<0.01);②品行(β=-0.245,P<0.01)和学业期望(β=-0.187,P<0.01)与孤独体验存在显著的多重线性关系;品行期望与社会适应感(β=-0.358,P<0.01)存在显著的线性关系;品行(β=-0.255,P<0.01)和学业期望(β=-0.137,P<0.01)与在同伴中的地位感存在显著的多重线性关系;③师生互动知觉、态度知觉、消极反馈知觉和关心支持知觉起部分中介作用。结论品行和学业期望对农村小学生孤独感有显著预测作用,学生对师生互动、态度、消极反馈和关心支持的知觉在其中起部分中介作用。
Objective To explore the influence of rural primary school teachers’ expectation on students’ loneliness and the intermediary role of students’ perception. Methods A questionnaire of teachers ’expectations, questionnaire of children’s perplexed teachers’ expectations and children’s loneliness scale were used to investigate 16 class heads and 576 students. Results ① Teachers’ expectations were significantly negatively correlated with each dimension of loneliness (P <0.01); ② Behavior (β = -0.245, P <0.01) and academic expectations (β = -0.187, P <0.01) (Β = -0.255, P <0.01) and academic expectation (β = -0.137, P <0.01). There was a significant multiple linear relationship between job satisfaction and social adaptation (β = -0.358, P <0.01) <0.01) had a significant multiple linear relationship with the sense of position in the companion. ③The interaction between teachers and students, attitude perception, negative feedback perception and supportive supportive perception played a part of mediating role. Conclusion The behavior and academic expectancy have significant predictive effects on the loneliness of rural primary school students, and the students’ perception of teacher-student interaction, attitude, negative feedback and care support play a part of intermediary role among them.