中小学教师成人依恋与其师生互动风格的关系

Relationship Between Teacher's Adult Attachment and Teacher Interaction Style

目的:探讨教师成人依恋对其师生互动风格的影响。方法:以亲密关系体验—修订版(ECR-R)和教师风格问卷(QTI)为测量工具,对103名中小学教师和2503名中小学学生进行测评。结果:①四种依恋型教师的师生互动风格分别表现为:安全型—领导的和理解的、恐惧型—严格的和学生负责自由的、冷模型—训诫的和严格的、迷恋型—理解的和学生负责自由的;②成人依恋两个维度与师生互动风格两个维度呈显著的负相关;③成人依恋的回避维度和焦虑维度分别显著影响师生互动风格的亲和性维度和影响性维度。结论:教师的成人依恋特点对其师生互动风格有较强的预测能力。

Ojective： To explore the relationship between teacher＇s adult attachment and teacher interaction style. Methods： Experiences in Close Relationship-Revised, and Questionnaire on Teacher Interaction were administered to 103 middle-elementary teachers and 2503 middle-elementary students. Results： （1）The teacher of four attachment types dis- played the following teacher interaction styles respectively： Secure corresponding DC and CS, fearful corresponding DO and SC, dismissing corresponding OD and DO, preoccupied corresponding CS and SC; （2）The two dimensions of adult attachment had pairwise negative correlation with the two dimensions of teacher interaction style significantly; （3）The dimensions of ＇anxiety＇ and ＇avoidance＇ in adult attachment had significant negative effect on the dimensions of ＇influence＇ and ＇proximity＇ in teacher interaction respectively. Conclusion： Teacher＇s adult attachment can well forecast teacher interaction style.