童年中晚期儿童的师生关系、同伴关系及适应问题
发布时间：2018-12-16 21:34
【摘要】：师生关系是儿童社会关系的重要组成部分,在学校环境中来自教师的支持对儿童的学业成就、心理适应以及同伴关系都有重要的作用。以往的研究多采用横断研究的方式探索师生关系和儿童适应问题的关系,并且很少探讨师生关系对适应问题影响的作用机制。而本研究采用了追踪研究方法,探索了儿童师生关系的发展轨迹,以及师生关系和儿童适应问题的相互关系,并探讨了儿童的同伴关系可能的中介作用。本研究由以下几个部分组成:研究一采用了无条件线性潜变量增长模型考察了小学和初中阶段儿童师生关系的发展情况,研究发现师生亲密和师生冲突均显著下降,而初中阶段的师生关系无法良好拟合线性增长模型。研究二采用了级联模型探索了儿童的师生关系、同伴关系以及适应问题之间的关系,研究结果发现:(1)儿童的师生冲突和同伴关系可以负向相互预测;师生亲密和同伴关系不能相互预测。(2)同伴关系和孤独感可以负向相互预测;同伴关系和学业成就可以正向相互预测。(3)师生冲突和孤独感不能直接相互预测,但可以通过同伴关系间接相互预测;师生亲密和孤独感有直接的负向相互预测关系,但同伴关系在这一相互预测作用中无法起到中介作用。(4)师生冲突和学业成就可以负向相互预测,并且该相互预测作用可以通过同伴关系的中介作用实现;师生亲密和学业成就不能相互预测,也无法通过同伴关系的中介作用相互影响。
[Abstract]:Teacher-student relationship is an important part of children's social relations. In school environment, teachers' support plays an important role in children's academic achievement, psychological adaptation and peer relationship. Previous studies have mostly explored the relationship between teacher-student relations and children's adaptation problems by means of cross-sectional studies, and have rarely explored the mechanism of the effects of teacher-student relationships on adaptation problems. In this study, the track of children's teacher-student relationship and the relationship between teacher-student relationship and children's adaptation were explored, and the possible intermediary role of children's peer relationship was discussed. This study consists of the following parts: in the first study, unconditional linear latent variable growth model was used to investigate the development of teacher-student relationship in primary school and junior high school, and it was found that teacher-student intimacy and teacher-student conflict decreased significantly. The relationship between teachers and students in junior middle school can not fit the linear growth model well. In the second study, cascaded models were used to explore the relationship among teacher-student relationship, peer relationship and adaptation problem. The results showed that: (1) Children's teacher-student conflict and peer relationship could predict each other negatively; (2) Peer relationship and loneliness can predict each other negatively; Peer relationship and academic achievement can predict each other positively. (3) conflict and loneliness between teachers and students can not be predicted directly, but they can be predicted indirectly by peer relationship; The relationship between intimacy and loneliness between teachers and students is directly negative, but peer relationship can not play an intermediary role in this mutual prediction. (4) conflict between teachers and students and academic achievement can predict each other negatively. And the mutual prediction can be realized through the intermediary of peer relationship. The intimacy and academic achievement of teachers and students can not predict each other, nor can they influence each other through the intermediary of peer relationship.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1
本文编号：2383078
[Abstract]:Teacher-student relationship is an important part of children's social relations. In school environment, teachers' support plays an important role in children's academic achievement, psychological adaptation and peer relationship. Previous studies have mostly explored the relationship between teacher-student relations and children's adaptation problems by means of cross-sectional studies, and have rarely explored the mechanism of the effects of teacher-student relationships on adaptation problems. In this study, the track of children's teacher-student relationship and the relationship between teacher-student relationship and children's adaptation were explored, and the possible intermediary role of children's peer relationship was discussed. This study consists of the following parts: in the first study, unconditional linear latent variable growth model was used to investigate the development of teacher-student relationship in primary school and junior high school, and it was found that teacher-student intimacy and teacher-student conflict decreased significantly. The relationship between teachers and students in junior middle school can not fit the linear growth model well. In the second study, cascaded models were used to explore the relationship among teacher-student relationship, peer relationship and adaptation problem. The results showed that: (1) Children's teacher-student conflict and peer relationship could predict each other negatively; (2) Peer relationship and loneliness can predict each other negatively; Peer relationship and academic achievement can predict each other positively. (3) conflict and loneliness between teachers and students can not be predicted directly, but they can be predicted indirectly by peer relationship; The relationship between intimacy and loneliness between teachers and students is directly negative, but peer relationship can not play an intermediary role in this mutual prediction. (4) conflict between teachers and students and academic achievement can predict each other negatively. And the mutual prediction can be realized through the intermediary of peer relationship. The intimacy and academic achievement of teachers and students can not predict each other, nor can they influence each other through the intermediary of peer relationship.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1
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