【摘要】：師生關(guān)系是兒童社會(huì)關(guān)系的重要組成部分,在學(xué)校環(huán)境中來自教師的支持對兒童的學(xué)業(yè)成就、心理適應(yīng)以及同伴關(guān)系都有重要的作用。以往的研究多采用橫斷研究的方式探索師生關(guān)系和兒童適應(yīng)問題的關(guān)系,并且很少探討師生關(guān)系對適應(yīng)問題影響的作用機(jī)制。而本研究采用了追蹤研究方法,探索了兒童師生關(guān)系的發(fā)展軌跡,以及師生關(guān)系和兒童適應(yīng)問題的相互關(guān)系,并探討了兒童的同伴關(guān)系可能的中介作用。本研究由以下幾個(gè)部分組成:研究一采用了無條件線性潛變量增長模型考察了小學(xué)和初中階段兒童師生關(guān)系的發(fā)展情況,研究發(fā)現(xiàn)師生親密和師生沖突均顯著下降,而初中階段的師生關(guān)系無法良好擬合線性增長模型。研究二采用了級聯(lián)模型探索了兒童的師生關(guān)系、同伴關(guān)系以及適應(yīng)問題之間的關(guān)系,研究結(jié)果發(fā)現(xiàn):(1)兒童的師生沖突和同伴關(guān)系可以負(fù)向相互預(yù)測;師生親密和同伴關(guān)系不能相互預(yù)測。(2)同伴關(guān)系和孤獨(dú)感可以負(fù)向相互預(yù)測;同伴關(guān)系和學(xué)業(yè)成就可以正向相互預(yù)測。(3)師生沖突和孤獨(dú)感不能直接相互預(yù)測,但可以通過同伴關(guān)系間接相互預(yù)測;師生親密和孤獨(dú)感有直接的負(fù)向相互預(yù)測關(guān)系,但同伴關(guān)系在這一相互預(yù)測作用中無法起到中介作用。(4)師生沖突和學(xué)業(yè)成就可以負(fù)向相互預(yù)測,并且該相互預(yù)測作用可以通過同伴關(guān)系的中介作用實(shí)現(xiàn);師生親密和學(xué)業(yè)成就不能相互預(yù)測,也無法通過同伴關(guān)系的中介作用相互影響。
[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.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.1

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