儿童的教师权威认知与师生关系的关系  

Children's cognition of teacher's authority and its relation to the teacher-student relationship

作　　者：张凤[1] 高慧贤[2] 雷秀雅[1] 

机构地区：[1]北京林业大学人文社会科学学院,北京100083 [2]北京林业大学附属小学,北京100083

出　　处：《中国心理卫生杂志》2016年第5期369-374,共6页Chinese Mental Health Journal

基　　金：国家林业局软科学课题:我国林业从业人员的职业持续性发展机制研究--以心理学为视角(2015-R25)

摘　　要：目的:探讨儿童的教师权威认知发展特点,以及与师生关系的相关性。方法:在北京市2所小学选取四、五、六年级儿童共460名,采用两难故事情境评估儿童的教师权威认知水平、教师权威认知量表测验儿童对教师各领域权威认同度、学生版师生关系量表测量儿童的师生关系程度。结果:10岁儿童的教师不良处理方法权威认知得分高于11岁组与12岁组[(10.7±3.1)vs.(9.5±2.9),(10.7±3.1)vs.(9.3±2.6);均P<0.05],12岁儿童的教师情感权威认知得分低于10岁组与11岁组[(18.2±2.6)vs.(18.7±1.9),(18.2±2.6)vs.(18.9±1.7);均P<0.05]。处于合理化过渡水平的儿童,对教师的不良处理方法权威认知得分低于低水平和自我发展定向水平[(9.4±3.0)vs.(10.3±2.9),(9.4±3.0)vs.(10.3±2.8);均P<0.05]。儿童的教师规则和个人生活权威认知得分对师生亲密性[(β=0.20,P<0.05)vs.(β=0.23,P<0.001)]、支持性[(β=0.23,P<0.001)vs.(β=0.17,P<0.01)]、满意度[(β=0.30,P<0.001)vs.(β=0.13,P<0.05)]得分均有正向预测作用,对师生之间的冲突性得分有负向预测作用[(β=-0.24,P<0.01)vs.(β=-0.11,P<0.05)]。结论:儿童对教师的不良处理方法权威认同存在权威认知水平上的差异,对教师主观方面权威认同度随着年龄的增加而降低,教师客观方面权威认知对师生的亲密性、支持性与满意度的建立具有积极预测作用,对师生冲突具有负向预测作用。Objective： The article aimed to explore the development of children＇ s teacher-authority cognitions and its influence on teacher-student relationship. Methods： The participants were 460 students aged 10 - 12 years old of two primary schools in Beijing. The self-made scenario approach, Teacher-Authority Cognitions Scale and Teacher-Student Relationship Scale were used for measuring children＇s relationship with teacher. Results： The teachers＇incorrect handling methods authority scores of 10 years old were the highest among three age groups [ （ 10. 7 ±3. 1） vs. （9. 5 ± 2. 9）, （ 10. 7±3. 1） vs. （9. 3± 2. 6） ; P 〈 0. 05]. The teachers＇emotional authority scores of 12 years old were the lowest among three age groups[ （ 18.2±2. 6） vs. （ 18. 7 ±1.9）, （ 18.2± 2. 6） vs. （ 18.9± 1.7） ; P 〈0. 05] ; As for children in rationalization of transition level, they had the lowest scores on teachers＇incorrect handling methods authority[ （9.4± 3.0） vs. （ 10. 3 ± 2.9）, （9.4 ± 3.0） vs. （ 10. 3 ±2. 8） ; P 〈 0. 05]. The children＇s cognition of teacher＇s rules and personal life authorities had significant positive predictability on scores of in- timacy [（β=0.20, P〈0.05） vs. （β =0.23, P〈0.001）],support[（β=0.23, P〈0.001） vs. （β=0.17, P〈 0.01）], satisfaction[ （β= 0. 30, P 〈 0. 001） vs. （β = 0. 13, P 〈 0. 05）] of the teacher-student relationship, and had significant negative predictability on scores of conflict[ （β = -0. 24, P 〈 0.01） vs. （β = -0. 11, P 〈 0. 05）] of teacher-student relationship. Conclusion： The teachers incorrect handling methods of children have significant difference on its teacher-authority cognition levels. The identity for teachers subjective authority of children have been weaken with age. The identity of teacher＇s objective authority have significant influence on teacher-student in- timacy, support, satisfaction and conflict.

关 键 词：小学生 教师权威认知 师生关系 

分 类 号：B844.1[哲学宗教—发展与教育心理学] G625.6[哲学宗教—心理学]