Psychological Development and Education ›› 2016, Vol. 32 ›› Issue (6): 641-648.doi: 10.16187/j.cnki.issn1001-4918.2016.06.01

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The Influence of Teacher Expectations on Young Children's Personality: Mediating Effect of Teacher-Children Relationship

YANG Lizhu1,2, LI Miao1, CHEN Jinghan1, SHEN Yue1,2   

  1. 1. School of Psychology, Liaoning Normal University, Dalian 116029;
    2. Liaoning Collaborative Innovation Center of Children and Adolescents Healthy Personality Assessment and Cultivation, Dalian 116029
  • Online:2016-11-15 Published:2016-11-15

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Abstract: Individual personality begins with the early childhood. At the same time, early childhood is the fast development period of a variety of personality traits. So it is of great importance to pay attention to children's personality development and discusses the influence factors of children's personality for shaping sound personality. It has been well demonstrated that personality receives effects from the multi-level environment background. The school is the most close Microsystem which children live in, and teacher is one of the significant others. The purpose of the present study is to explore how teacher expectations and teacher-children affect children's personality. 634 children were tested using questionnaires, and hierarchical linear modeling (HLM) was applied to explore the relationship between teacher expectations and personality at individual and class levels and the mediating effect of teacher-children relationship in this relationship. Study concluded that, (1) Teacher Expectations were positively related to teacher-child relationship at individual as well as class levels. (2) In terms of individual level, teacher expectations had a direct effect on fore dimensions of personality (intelligence, conscientiousness, extraversion and pro-sociality), and class level, teacher expectations had a direct effect on conscientiousness. (3) In terms of individual level, teacher-child relationship mediated the relationship between teacher expectations and personality (intelligence, conscientiousness, extraversion and pro-sociality). However, the research didn't find the relationship between teacher expectations and personality was mediated by teacher-child relationship at class level.

Key words: young children, personality, teacher expectations, teacher-children relationship, mediating effect

CLC Number: 

  • B844

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