教师期望对学生自我概念形成的实证研究  

An Empirical Study on the Effect of Teacher Expectation on Student Self-concept

作　　者：丁蕙[1] 屠国元[2] 

机构地区：[1]中南大学外国语学院,湖南长沙410083 [2]宁波大学外国语学院,浙江宁波315211

出　　处：《湖南师范大学教育科学学报》2014年第5期80-84,共5页Journal of Educational Science of Hunan Normal University

基　　金：湖南省普通高校教学改革研究项目"大学英语视听说生态化开放式课堂教学研究"[(2014)247号];湖南省社会科学基金项目"网络环境下大学英语视听说交互式教学研究"[12YBA335];中南大学教改项目"基于期望教育的大学英语体验式网络教学研究"[(2012)108号]

摘　　要：以湖南长沙与浙江永康6所中学的630名初二学生为被试,对教师期望、教师支持、学生感知支持及学生自我概念进行相关分析、单因素方差分析及多元线性回归分析。结果表明:1)教师期望与学生自我概念显著相关。教师期望对自我概念的变异具有较强的解释作用,学生感知支持起到中介作用;2)教师期望、学生感知支持与学生自我概念在三组学生之间呈现非常显著的差异。教师支持行为在高期望学生与中等期望学生之间未呈现显著差异。In this study it is investigated whether and how teacher expectation affects students＇ self-concept. Data from 630 grade 8 students was analyzed using Pearson test, one way ANOVA and multiple linear regression. The results suggest that teacher expectation has significant effect on students＇ self-concept, with student perceived teacher support as a mediating factor, and that significant differences do exist in the teacher expectation, student perceived teacher support and student academic self-concept of the low expected students, of high expected students and of averagely expected students. No significant difference was found in teacher support behavior between the high expected students and low expected students.

关 键 词：教师期望 自我概念 感知支持 

分 类 号：G456[文化科学—教育学]