Psychological Development and Education ›› 2016, Vol. 32 ›› Issue (3): 330-338.doi: 10.16187/j.cnki.issn1001-4918.2016.03.10

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Effects of Student's Academic Achievement and Perceived Control of Teachers on Teachers' Differential Behavior

LIAO Shuirong1, LU Yongli2,1, CHEN Lingzhi1,2,3, NIE Jingwen3   

  1. 1. Beijing Normal University, School of Psychology, Beijing 100875, China;
    2. Beijing No. 2 Experimental Primary School, Beijing 100031, China;
    3. Zhongguancun No. 3 Primary School, Beijing 100080, China
  • Online:2016-05-15 Published:2016-05-15

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Abstract: A research with a group sample of 651 sixth grade students and 21 class teachers was conducted to examine the impact of the academic achievement of students and the perceived control of teachers on the differential behavior of teachers, and to discuss the mediating effect of the perceived control of teachers, and the gender difference of this mediating effect. The result demonstrated (1) more positive behavior of teachers were reported by girls, while more negative behavior by boys; (2) when students gender and school were controlled, student's academic achievement could significantly predict dimensions teacher's differential behavior, such as opportunity and privilege, direction and control, and emotional support, and teachers' perceived control could predict dimensions such as opportunity and privilege, direction and control, negative feedback, and emotional support; (3) the mediating effect of teacher's perceived control existed between student's academic achievement and teacher's differential behavior; (4) a gender difference in the mediating effect of teacher's perceived control existed:a full mediation was found in boys and a partial mediation in girls. The possible mechanisms and implications of such mediating effect were also discussed.

Key words: student's academic achievement, perceived control of teachers, teachers' differential behavior, mediating effect, gender difference

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