班主任变革型领导行为对初中生学校适应的影响:一个多水平的结构方程分析  

Effects of Head-Teachers’Transformational Leadership on Their Student’School Adjustment in Junior Middle School:A Multilevel Structural Equation Model

作　　者：石雷山 高峰强[2] Shi Leishan;Gao Fengqiang(Teacher Education College,Lishui University,Lishui,323000;School of Psychology,Shandong Normal University,Jinan,250014)

机构地区：[1]丽水学院教师教育学院,丽水323000 [2]山东师范大学心理学院,济南250014

出　　处：《心理科学》2020年第4期864-870,共7页Journal of Psychological Science

摘　　要：以变革型领导理论和社会认知理论为基础,通过构建多水平的结构方程模型探索班主任领导行为与初中生学校适应之间的关系、内在影响机制。结果发现:(1)班主任变革型领导行为正向影响初中生学校适应;(2)班主任变革型领导行为通过学业自我效能的单独中介作用以及班级集体效能-学业自我效能的链式中介作用对初中生学校适应产生影响。本研究将变革型领导理论拓展至班级组织,验证了该理论在我国初中班级组织中的适用性,并揭示了变革型领导行为对学校适应的作用机制,这对改善初中生学校适应具有一定的指导意义。School is the crucial environment for children’s development because children spend a large proportion of their waking time in school and most of their interactions outside the family occur there.Researchers have found that poorly adjusted children are at higher risk for low SES,psychopathology,and school drop-out later in life.Therefore,it is important to clearly identify the factors associated with school adjustment.Unfortunately,researchers pay more attention to the characteristics of individuals and families as causal factors in children’s adjustment to school,and neglect the school environment,especially the impact of classroom environment on children’s school adjustment.Therefore,future research efforts must take into account the collective characteristics of students at the classroom level,and separate what might be child effects from classroom effects.In Chinese schools,children are divided into classes taught by a full-time head-teacher,who is in charge of a class.It is a reasonable premise that conceives of the class as quasi-organizations,and to advocate that transformational leadership model can be applied to the study of teacher behavior in a Chinese class setting.Based on Bass’transformational leadership and Bandura’s social cognitive theory,this study proposed a multilevel structural equation model to explore how head-teachers’transformational leadership influenced students’school adjustment through collective class efficacy and academic self efficacy both at the class level and the student level.Data was collected from 5083 junior middle school students in 168 classes from 6 cities of 2 provinces in China.They anonymously filled out questionnaires regarding head-teachers’transformational leadership,school adjustment,collective class efficacy,and academic self efficacy.Meanwhile,students’demographic information including gender,grade,SES,and whether to serve as a class leader was all obtained.At the class level,class size and head-teachers’gender were also required to report.All

关 键 词：班主任变革型领导行为 学校适应 班级集体效能 学业自我效能 多水平中介效应 

分 类 号：G635.1[文化科学—教育学]