教师差别行为在教师期望效应中的调节作用

The Influence of Perceived Differential Treatment as a Moderator on Teacher Expectation Effects

研究目的:探讨教师差别行为在教师期望效应中所发挥的作用。方法:采用了访谈和问卷等方法测量了31名初中教师和1438名初中生,并采用结构方程模型对数据进行分析。结果:当教师在情感支持、机会和负性反馈等行为上明显区别对待了不同学生时,教师期望对学生发展的影响较为明显。结论:教师差别行为在教师期望传递过程中发挥了调节效用。

Objective： To explore the role that perceived teacher behavior had played in the process of teacher expectation effects. Methods： Data were obtained from 31 teachers who in charge of class and their total 1438 students from junior middle schools by using interview, questionnaire and so on, and data were analyzed by the method of Structural equation model. Results： When teacher gave more differential treatment to differential students in emotional support, opportunity and negative feedback, teacher expecta- tion had a higher effect on students＇ develeopment index. Conclusion： Perceived differential treatment moderated the strength of direct and indirect teacher expectation effects.