师生关系与小学生自我概念的关系研究

Teacher-student Relationship and Children's Self-Concept in Elementary School

本研究采用访谈法与问卷法 ,选取北京市 3所小学的 4 98名三至六年级的小学生 (男生2 5 5名 ,女生 2 4 3名 )及其班主任作为被试 ,考察了小学生的师生关系与自我概念的关系。研究结果发现 :(1)师生关系的冲突性、亲密性和反应性与小学生自我概念发展具有显著相关。 (2 )师生关系对自我概念不同方面的发展的预测不同 ,师生关系的亲密性、冲突性和反应性对自我概念的各方面具有不同的预测性。 (3)亲密型师生关系更有利于小学生自我概念的健康发展 ,冷漠型师生关系最有碍于小学生的自我概念发展。本研究结果对于教育实践具有重要的指导意义。

grade students (male 255, female 243) and their teacher from 3 elementary schools in Beijing participated in the study. Student-teacher relationship scale(STRS) and self-description questionnaire(SDQ-Ⅱ) were used in study. The results showed : (1)Significant correlation displayed between the closeness, conflict and response in student-teacher relationship and student's self-conception. (2)Student-teacher relationship showed different prediction to every dimensions of student's self-conception ; (3) three patterns of student-teacher relationship (closeness, conflicts and apathy) played different role in student's self-conception development.