摘要
本研究以31名初中教师及其所教的1438名初中生为被试,运用多层线性模型(HLM)从个体和班级两个层面探讨了教师期望对初中生的学业、同伴接纳和学校满意度等心理发展指标的影响。结果表明:个体层面,教师对学生的期望影响该生的学校满意度、同伴接纳和学业成绩;班级层面:教师对班级的平均期望影响班级的学校不满意感和同伴接纳水平,但不影响班级的学业成绩。
This research is intended to explore the influence of teacher expectations on students＇ achievement, peer acceptance and school life satisfaction using interview, nomination and questionnaire. The results show that： （1） in individual level, teachers＇ achievement expectation positively predicts students＇ school life satisfaction, peer acceptance and achievement; teachers＇ discipline expectation negatively predicts school dissatisfaction, positively predicts peer acceptance and achievement; teachers＇ conduct expectation positively predicts school satisfaction, negatively predict school dissatisfaction; （2） in class level, teachers＇ achievement expectation negatively predicts school dissatisfaction, positively predicts peer acceptance; teachers＇ conduct expectation negatively predicts peer acceptance.
出处
《心理发展与教育》
CSSCI
北大核心
2008年第3期48-52,共5页
Psychological Development and Education
关键词
教师期望
初中
学校满意度
同伴接纳
学业成绩
teacher expectation
junior middle school
school life satisfaction
peer acceptance
achievement
