中小学教师成人依恋与其师生互动风格的关系
发布时间：2018-12-18 05:49
【摘要】：目的:探讨教师成人依恋对其师生互动风格的影响。方法:以亲密关系体验—修订版(ECR-R)和教师风格问卷(QTI)为测量工具,对103名中小学教师和2503名中小学学生进行测评。结果:①四种依恋型教师的师生互动风格分别表现为:安全型—领导的和理解的、恐惧型—严格的和学生负责自由的、冷模型—训诫的和严格的、迷恋型—理解的和学生负责自由的;②成人依恋两个维度与师生互动风格两个维度呈显著的负相关;③成人依恋的回避维度和焦虑维度分别显著影响师生互动风格的亲和性维度和影响性维度。结论:教师的成人依恋特点对其师生互动风格有较强的预测能力。
[Abstract]:Objective: to explore the effect of adult attachment on teacher-student interaction style. Methods: 103 primary and middle school teachers and 2503 primary and middle school students were measured with the intimate relationship experience revision (ECR-R) and teacher style questionnaire (QTI). Results: (1) the teacher-student interaction styles of the four attachment teachers were safety type-leadership style and understanding style, fear type-strict type and student responsibility free style, cold model-admonition style and strict style, respectively. Infatuation-understanding and student responsibility for freedom; (2) the two dimensions of adult attachment have significant negative correlation with the two dimensions of teacher-student interaction style; (3) the avoidance dimension and anxiety dimension of adult attachment have significant effects on the affinities and influencing dimensions of teacher-student interaction style respectively. Conclusion: the characteristics of adult attachment of teachers have strong predictive ability to their teacher-student interaction style.
【作者单位】： 湖北大学心理健康教育中心;湖北省武昌水果湖高中;华中师范大学心理学院;
【分类号】：G443
[Abstract]:Objective: to explore the effect of adult attachment on teacher-student interaction style. Methods: 103 primary and middle school teachers and 2503 primary and middle school students were measured with the intimate relationship experience revision (ECR-R) and teacher style questionnaire (QTI). Results: (1) the teacher-student interaction styles of the four attachment teachers were safety type-leadership style and understanding style, fear type-strict type and student responsibility free style, cold model-admonition style and strict style, respectively. Infatuation-understanding and student responsibility for freedom; (2) the two dimensions of adult attachment have significant negative correlation with the two dimensions of teacher-student interaction style; (3) the avoidance dimension and anxiety dimension of adult attachment have significant effects on the affinities and influencing dimensions of teacher-student interaction style respectively. Conclusion: the characteristics of adult attachment of teachers have strong predictive ability to their teacher-student interaction style.
【作者单位】： 湖北大学心理健康教育中心;湖北省武昌水果湖高中;华中师范大学心理学院;
【分类号】：G443
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