心理发展与教育 ›› 2024, Vol. 40 ›› Issue (1): 74-82.doi: 10.16187/j.cnki.issn1001-4918.2024.01.08

• 教与学心理 • 上一篇    下一篇

家师关系与小学生学校态度：师生关系的中介作用及父母差异

李妍1,2,3, 梁丽婵1,2,3, 周欣然1,2,3, 边玉芳1,2,3   

  1. 1. 北京师范大学中国基础教育质量监测协同创新中心, 北京 100875;
    2. 北京师范大学 儿童家庭教育研究中心, 北京 100875;
    3. 北京师范大学心理健康与教育研究所, 北京 100875
  • 发布日期:2024-02-20
  • 通讯作者: 边玉芳 E-mail:bianyufang66@126.com
  • 基金资助:
    国家社会科学基金重大项目“新时代我国家庭教育指导服务体系构建研究”(20ZDA071)。

Parent-teacher Relationships and Primary Students’ School Attitude: The Mediating Role of Teacher-child Relationships and the Difference between Parents

LI Yan1,2,3, LIANG Lichan1,2,3, ZHOU Xinran1,2,3, BIAN Yufang1,2,3   

  1. 1. Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing 100875;
    2. Child and Family Education Research Center at Beijing Normal University, Beijing 100875;
    3. Institute of Mental Health and Education at Beijing Normal University, Beijing 100875
  • Published:2024-02-20

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摘要： 良好的家师关系是家校合作的基础,有利于形成教育合力、促进学生全面发展。研究对北京1366名小学四年级学生及其父母进行连续两年的测查,旨在探讨师生关系在家师关系对小学生学校态度影响间的中介作用,并分析父母差异。结果发现:(1)父亲和母亲报告的家师关系质量均能负向预测学校回避,家师联系频率均能负向预测学校喜欢;(2)母亲报告的家师关系质量能正向预测学校喜欢、家师联系频率能正向预测学校回避,而父亲报告的这两条路径均不显著,存在父母差异;(3)师生关系在父亲和母亲报告的家师关系质量对学校喜欢和学校回避的影响中均起中介作用。

关键词: 家师关系质量, 家师联系频率, 师生关系, 学校态度, 父母差异

Abstract: Teacher-parent relationships are the basis of school-home collaboration, which is conducive to forming a joint educational force and then promoting the full development of students. This study examines how teacher-parent relationships and teacher-student relationships are related to students’ school attitudes in primary school and distinguishes the difference between fathers and mothers. This study recruited 1366 four-grade students and their parents from Beijing to fill in scales at two points. The results indicated that: (1) The quality of parent-teacher relationship reported by parents negatively influences school avoidance, and the frequency of parent-teacher contact negatively influences school preference; (2) The quality of the parent-teacher relationship reported by mothers negatively influences school preference, and the frequency of parent-teacher contact can positively predict school avoidance. In contrast, the two pathways reported by fathers are not significant; (3) Teacher-student relationship played a mediating role in parent-teacher relationship quality and school attitude, which means the teacher-parent relationship can predict school attitude through the teacher-student relationship.

Key words: parent-teacher relationships quatity, parent-teacher contact frequency, teacher-child relationship, school attitude, the difference between parents

中图分类号: 

  • G442
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