發(fā)布時(shí)間：2018-01-06 08:19

  本文關(guān)鍵詞：教師期望、學(xué)業(yè)自我概念、學(xué)生感知教師支持行為與學(xué)業(yè)成績之間的關(guān)系研究　出處：《廣西師范大學(xué)》2005年碩士論文　論文類型：學(xué)位論文

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【摘要】：教師期望(teachers’expectation)是指教師在對學(xué)生認(rèn)識的基礎(chǔ)上產(chǎn)生的行為結(jié)果的某種預(yù)測性認(rèn)知,是一種情感效應(yīng),教師期望會對學(xué)生的心理發(fā)展產(chǎn)生深遠(yuǎn)的影響。教師期望的研究以Rosenthal和Jacobson1968 年在歐克小學(xué)所做的“課堂里的皮格馬利翁”的實(shí)驗(yàn)報(bào)告為起點(diǎn),之后教育學(xué)家和心理學(xué)家對教師期望的效應(yīng)及其相關(guān)因素做了不少的研究,這些研究主要集中在教師期望對學(xué)生學(xué)業(yè)成績影響的效果及其兩者之間的相關(guān)程度、影響教師期望的因素等方面。另外,對教師期望實(shí)現(xiàn)過程的研究,多數(shù)也只是將焦點(diǎn)集中于教師對待學(xué)生的差別行為上,而對于其它的一些影響因素進(jìn)行系統(tǒng)實(shí)證研究的較少。筆者認(rèn)為,學(xué)生感知教師的支持行為和學(xué)生的學(xué)業(yè)自我概念也是其中非常重要的兩個環(huán)節(jié),這兩個環(huán)節(jié)互作用,共同影響著教師期望效應(yīng)的實(shí)現(xiàn)。因此,本研究在以往研究的基礎(chǔ)上,結(jié)合本國的教育現(xiàn)狀和研究現(xiàn)狀提出了本文要研究的問題,擬就以學(xué)生感知到的教師支持行為與學(xué)生的學(xué)業(yè)自我概念為出發(fā)點(diǎn),考察教師期望是如何通過這兩個環(huán)節(jié)來影響學(xué)生的學(xué)業(yè)成績的。本研究以問卷法為主,采取隨機(jī)抽樣的方式在某市的三所小學(xué)四、五、六年級進(jìn)行調(diào)查,其中男生190 人,女生174 人,四年級97 人,五年級128 人,六年級139 人。根據(jù)以往的研究文獻(xiàn)和課堂觀察,收集教師對學(xué)生的支持行為,自編學(xué)生感知教師支持行為問卷,學(xué)生學(xué)業(yè)自我概念問卷參考《自我描述問卷(SDQ)》(Marsh et al.,1990)中的三個分量表(言語、數(shù)學(xué)和一般學(xué)校情況)編制。研究結(jié)果如下: 1.學(xué)生的學(xué)業(yè)自我概念及感知教師支持行為存在年級差異,四年級和六年級學(xué)生的學(xué)業(yè)自我概念及感知到的教師支持行為顯著高于五年級的學(xué)生,隨著年級的增長,學(xué)生的學(xué)業(yè)自我概念和感受到的來自教師各方面的支持呈現(xiàn)先降低后升高的趨勢,兩者都呈一種V 型的發(fā)展。 2.學(xué)生是否擔(dān)任班干是影響學(xué)生感知到的教師支持行為的一個重要因素,并且在支持總分、情感支持、能力支持這幾個因子上均存在極其顯著的差異,擔(dān)任學(xué)生干部的學(xué)生得到來自教師各方面的支持較多,主要表現(xiàn)在情感支持和能力支持上。 3.教師期望、學(xué)生的學(xué)業(yè)自我概念及感知教師支持行為對學(xué)生學(xué)業(yè)成績影響極其顯著,教師持高期望、學(xué)業(yè)自我概念高及得到教師支持行為多的學(xué)生學(xué)業(yè)成績要顯著優(yōu)于教師持低期望、學(xué)業(yè)自我概念低及得到教師支持行為較少的學(xué)生。 4.學(xué)生的學(xué)業(yè)自我概念與感知教師支持行為兩者相互作用,互為影響的,學(xué)業(yè)自我概念高的學(xué)生得到來自教師各方面的支持較多,而得到來自教師各方面支持較多的學(xué)生的學(xué)業(yè)自我概念也較高。 5.教師期望通過教師對學(xué)生的支持及學(xué)生的學(xué)業(yè)自我概念對學(xué)生的學(xué)業(yè)成績產(chǎn)生影響,教師期望對學(xué)生學(xué)業(yè)成績的提高雖然有很大的影響,但是同時(shí)它也會通過教師對學(xué)生的支持及學(xué)生的學(xué)業(yè)自我概念對學(xué)生的學(xué)業(yè)成績產(chǎn)生影響,教師期望與學(xué)生的學(xué)業(yè)成績之間的中介變量,主要是學(xué)生感受到的教師支持和學(xué)生的學(xué)業(yè)自我概念。
[Abstract]:Teachers' expectation (teachers' expectation) is a kind of means teachers on the basis of their cognition of the behavior of the cognitive prediction, is a kind of emotional effect, teachers' expectations will have a far-reaching impact on the psychological development of the students. The research of teachers' expectation in test report Rosenthal and Jacobson1968 in G primary school do "the classroom had Marley Weng" as the starting point, after the effect of educators and psychologists of teacher expectations and related factors to do a lot of research, these studies mainly focus on the degree of correlation between teacher expectations effect and their impact on the academic achievement of the influence of teacher expectations and other factors. In addition, expectations study on the implementation process of teacher differential behavior most just focus on the teacher to students, and for some influencing factors of other systems Research less. The author believes that the students' perception of teachers'supporting and students' academic self-concept is one of the very important two aspects, these two aspects of interaction, mutual influence the realization of teachers'expectation. Therefore, this study based on previous studies, combined with the present situation and the research status of our country's education this paper intends to study the problem, the students perceived teacher support behavior and students' academic self concept as the starting point, discusses the teachers' expectation is to influence the students' academic achievement through these two aspects. This study mainly adopts questionnaire method, adopt random sampling method in three primary school in four five, the sixth grade were investigated, including 190 boys and 174 girls, the fourth grade 97 people, 128 people in the fifth grade, the sixth grade 139. According to the literature and previous studies of classroom observation, collection of teachers to the The supporting behavior of students was self-made, the self perceived questionnaire of teacher's support behavior was self-made, and the three subscales (speech, mathematics and general school situation) of the Self-concept Questionnaire (SDQ) > Marsh et al. (1990) were compiled.
1. students' academic self concept and perception of teachers'supporting behavior difference in grade, the fourth grade and the sixth grade students' academic self-concept and perceived teacher support behavior was significantly higher than that of the fifth grade students, with the growth of grade, students academic self-concept and perceived various support from teachers showed first decreased and then increased the trend of both is a kind of V type.
2. students whether the class of stem is one of the important factors affecting students' perception of the teachers'supporting behavior, and emotional support in support, support, ability is significantly lower than that of several factors, as a student cadre students have various support from teachers more, mainly in the emotional support and support ability.
3. expectations of teachers, students academic self-concept and perceived teacher support of students' academic achievement is extremely significant, teachers have high expectations, academic self concept and get high teacher support than students' academic achievement is better than the teachers with low expectations, academic self-concept and behavior of teachers and students get low support less.
4., students' academic self-concept and perceived teacher support behavior interact and influence each other. Students with high academic self-concept get more support from all aspects of teachers, while students with more academic support from all aspects of teachers have higher academic self-concept.
5. teachers' expectations influence by supporting students and teachers of students academic self-concept on the academic performance of students, teachers' expectation on students' academic performance improvement while has a great impact, but at the same time, it will also affect the support students and teachers of students academic self concept of students' academic achievement, intermediary the variable between teachers' expectation and students' academic achievement, mainly students feel the teachers and students academic self-concept.

【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2005
【分類號】：G441

【引證文獻(xiàn)】

相關(guān)期刊論文 前5條

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相關(guān)博士學(xué)位論文 前1條

1 陳進(jìn);多維內(nèi)隱自我概念的特性與應(yīng)用研究[D];華東師范大學(xué);2013年

相關(guān)碩士學(xué)位論文 前10條

1 張華;教師期望對小學(xué)生人格的影響研究[D];遼寧師范大學(xué);2010年

2 李洋;教師期望對學(xué)生英語學(xué)業(yè)成敗歸因的影響[D];沈陽師范大學(xué);2011年

3 陳偉杰;高中生的教師期望知覺、學(xué)業(yè)情緒與學(xué)業(yè)成績的關(guān)系研究[D];華東師范大學(xué);2011年

4 別梅;基于網(wǎng)絡(luò)教學(xué)交往評價(jià)的基本內(nèi)容研究[D];東北師范大學(xué);2006年

5 陳小明;中職生學(xué)業(yè)自我概念研究[D];華東師范大學(xué);2007年

6 梁，

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