心理发展与教育 ›› 2016, Vol. 32 ›› Issue (3): 330-338.doi: 10.16187/j.cnki.issn1001-4918.2016.03.10
廖水蓉1, 芦咏莉2,1, 陈聆帙1,2,3, 聂晋文3
LIAO Shuirong1, LU Yongli2,1, CHEN Lingzhi1,2,3, NIE Jingwen3
摘要: 采用整群抽样法,选取651名六年级小学生及其所属班级的21名班主任为被试,考察学生学业成绩和教师控制知觉对教师差别行为的影响及作用机制,探讨教师控制知觉的中介作用及其学生性别差异。结果显示:(1)女生报告获得教师更多积极行为,男生报告获得教师更多消极行为;(2)在控制了学生性别与学校地区以后,学生学业成绩仍能有效预测教师差别行为中的机会特权、情感支持和指导控制等行为,教师控制知觉能够有效预测机会特权、指导控制、情感支持和负性反馈等行为;(3)教师控制知觉在学生学业成绩与教师差别行为之间起中介作用;(4)教师控制知觉的中介模型存在学生性别差异,男生群体为完全中介作用,女生群体为部分中介作用。
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