师生关系对中高年级小学生亲社会行为的影响:一项纵向研究  

The Influence of Teacher-Student Relationships on Prosocial Behavior in Middle and Senior Primary School Students:A Longitudinal Study

作　　者：许磊[1] 吴瑞明 牛更枫[2] 彭顺 陈继文[1] 曹刚 XU Lei;WU Ruiming;NIU Gengfeng;PENG Shun;CHEN Jiwen;CAO Gang(School of Education,Jianghan University,Wuhan 430056,China;School of Psychology,Central China Normal University,Wuhan 430079,China)

机构地区：[1]江汉大学教育学院,武汉430056 [2]华中师范大学心理学院,武汉430079

出　　处：《心理技术与应用》2025年第4期193-203,共11页Psychology(Techniques and Applications)

基　　金：湖北省教育厅教学改革项目(2022281);湖北省高等学校哲学社会科学研究重大项目(22ZD066);江汉大学校级“四新学科专项”科研项目(2022SXZX08)。

摘　　要：近年来,儿童亲社会行为的促进已成为心理健康教育领域的核心议题。对547名中高年级小学生开展纵向追踪调查,系统考察了师生关系对中高年级小学生亲社会行为的影响,以及基本心理需要满足和越轨同伴交往在其中发挥的作用。结果发现,基本心理需要满足在师生关系和亲社会行为之间起纵向中介作用;越轨同伴交往在中介过程的前半路径调节作用显著,具体而言,越轨同伴交往水平越高的小学生,师生关系对基本心理需要满足的促进作用越小。研究结果为小学教育工作者制定更加有效的师生互动策略和干预儿童亲社会发展方案提供了参考。In recent years,the promotion of children's prosocial behavior has become a central issue in thefield of mental health education.This study conducted a longitudinal follow-up survey with 547 middle and senior primary school students to systematically investigate the influence of teacher-student relationships on their prosocial behavior,as well as the roles of basic psychological needs satisfaction and deviant peer affiliation in this relationship.The results revealed that basic psychological need satisfaction longitudinally mediated the relationship between teacher-student relationships and prosocial behavior.Additionally,deviant peer interactions significantly moderated the first half of the mediation pathway.Specifically,for students with higher levels of deviant peer interactions,the facilitative effect of teacher-student relationships on basic psychological need satisfaction diminishes.These findings provide valuable references for primary school educators to develop more effective teacher-student interaction strategies and intervention programs for promoting children's prosocial development.

关 键 词：师生关系 亲社会行为 基本心理需要 越轨同伴交往 中高年级小学生 

分 类 号：B844[哲学宗教—发展与教育心理学]