教师自我效能感的关系面:课堂关系氛围对教师自我效能感的同化和对比效应

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Marjolein Zee , Peter F. de Jong , Helma M.Y. Koomen
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引用次数: 0

摘要

尽管人们对教师自我效能感(TSE)的来源有很多了解,但对 TSE 的社会背景特异性以及影响 TSE 信息来源相关性的过程却关注较少。本研究调查了在学生和班级层面上,作为 TSE 预测因素的双向关系和班级关系氛围。此外,我们还探讨了两个相互竞争的假设--同化和对比--说明教师如何利用课堂关系体验所传达的信息作为启发式来解释与学生个体的关系体验,并将其作为 TSE 的来源。小学教师(人数=86;72.05%为女性)对其班级中随机抽取的儿童(人数=687,50.1%为女生,3-6年级)完成了师生关系量表和学生教师自我效能感量表。研究采用双潜伏多层次结构方程模型,在学生(L1)和班级(L2)两个层面检验亲密和冲突与 TSE 的关联。为检验同化和对比假设,计算了情境效应,即教室层面的 "亲近感 "和 "冲突 "与 TSE 的关联高于学生层面的相同关联。结果表明,在 L1 阶段,"亲密度 "与 "TSE "呈正相关,而 "冲突 "与 "TSE "呈负相关。在 L2 阶段,只有 Conflict 与 TSE 呈负相关。与对比假设一致的是,"亲近感 "而非 "冲突感 "的情境效应为负且显著。因此,教师对相对亲密的课堂关系氛围的判断可能会导致他们从更消极的角度看待与个别学生的关系亲密程度,从而降低对这些学生的 TSE 水平。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The relational side of teachers' self-efficacy: Assimilation and contrast effects of classroom relational climate on teachers' self-efficacy

Although much is known about the sources of teachers' self-efficacy (TSE), less attention has been paid to the social-contextual specificity of TSE and the processes influencing the relevance of TSE information sources. This study investigated both dyad-level relationships and the classroom relational climate as predictors of TSE at the student and classroom level. Additionally, we explored two competing hypotheses—assimilation and contrast—articulating how teachers use information conveyed by classroom relationship experiences as a heuristic to interpret relationship experiences with individual students as a TSE source. Elementary school teachers (N = 86; 72.05% female) completed the Student–Teacher Relationship Scale and Student-Specific Teacher Self-Efficacy Scale for randomly selected children (N = 687, 50.1% girls, Grades 3–6) from their classes. Doubly latent multilevel structural equation modeling was used to test for associations of Closeness and Conflict with TSE at both the student (L1) and classroom level (L2). Contextual effects, corresponding to associations of classroom-level Closeness and Conflict with TSE above the same associations at the student level, were calculated to test assimilation and contrast hypotheses. At L1, results indicated positive associations between Closeness and TSE and negative associations between Conflict and TSE. At L2, only Conflict was negatively associated with TSE. Consistent with the contrast hypothesis, the contextual effect of Closeness, but not Conflict, was negative and significant. Hence, teachers' judgments of a relatively close classroom relational climate may lead them to perceive relational closeness with individual students in a more negative light, resulting in lower levels of TSE toward these students.

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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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