个人层面和班级层面的师生关系对儿童心理适应的共同影响:纵向研究

IF 4.6 Q2 MATERIALS SCIENCE, BIOMATERIALS
Shiang-yi Lin, Chun Bun Lam, Kevin Kien Hoa Chung
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引用次数: 0

摘要

这项纵向研究探讨了个体和班级层面的师幼关系对幼儿园儿童外化、内化和亲社会行为发展的交互影响。在相隔约一年的两次研究中,研究人员收集了中国香港 473 名幼儿园儿童(52% 为男孩,平均年龄为 4.36 岁)及其班主任和母亲的数据。班主任在第一时间报告了他们与班上每个参与儿童之间的亲密关系和冲突,母亲则在第一和第二时间报告了儿童的外化、内化和亲社会行为。结果表明,在控制了儿童年龄、性别、年级、母亲教育程度和先前儿童适应水平的情况下,随着时间的推移,个体层面的师幼亲密关系与儿童内化行为呈负相关,而个体层面的师幼冲突与儿童外化行为呈正相关。班级层面的师幼亲密关系和冲突成为调节因素。个体层面的师幼亲密关系与外化行为之间的纵向联系在低亲密程度的班级中呈负相关,而在高亲密程度的班级中则不呈负相关。然而,个体层面的师幼冲突与儿童亲社会行为之间的纵向联系在低冲突班级呈负相关,而在高冲突班级则不然。尽管跨水平的交互效应在统计学上具有显著性,但它们的效应大小很小,只能解释很小的方差。从理论上讲,我们的研究结果表明,随着时间的推移,个人和班级层面的师幼关系会对儿童的社会心理适应产生相互作用。在实践中,我们的研究结果强调了提高教师对其与儿童在班级和个人层面关系的情感质量的认识的重要性,这种关系可能会阻碍或促进儿童的发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The joint effects of individual-level and classroom-level teacher−child relationships on children’s psychosocial adjustment: A longitudinal study
This longitudinal study examined the interactive effects of individual- and classroom-level teacher−child relationships on developing externalizing, internalizing, and prosocial behaviors in kindergarten children over time. On two occasions separated by about 1 year, data were collected from 473 kindergarten children (52% boys, Mage = 4.36 years) and their class teachers and mothers in Hong Kong, China. Class teachers reported the closeness and conflict in their relationships with each participating child of their class at Time 1, and mothers reported the child’s externalizing, internalizing, and prosocial behaviors at Times 1 and 2. Results indicated that controlling for child age, gender, grade, maternal education, and prior levels of child adjustment, individual-level teacher−child closeness was negatively associated with internalizing behaviors, and individual-level teacher−child conflict was positively associated with child externalizing behaviors over time. Classroom-level teacher−child closeness and conflict emerged as moderators. The longitudinal association between individual-level teacher−child closeness and externalizing behaviors was negative in low-closeness classrooms but not in high-closeness classrooms. However, the longitudinal association between individual-level teacher−child conflict and child prosocial behaviors was negative in low-conflict classrooms but not in high-conflict classrooms. Despite the statistical significance of the cross-level interaction effects, they were of small effect sizes and explained only very small amounts of variance. Theoretically, our findings demonstrated the interplay of the individual- and classroom-level teacher−child relationships in shaping children’s psychosocial adjustment over time. Practically, our findings highlighted the importance of enhancing teachers’ awareness of the affective quality of their relationships with children at both classroom and individual levels, which could potentially impede or promote child development.
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来源期刊
ACS Applied Bio Materials
ACS Applied Bio Materials Chemistry-Chemistry (all)
CiteScore
9.40
自引率
2.10%
发文量
464
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