摘要
以1260名小学生为被试,采用问卷法探讨小学教师期望对人格的影响,以及学生知觉在教师期望对人格影响中的中介效应。结果表明:(1)教师期望各维度与人格的智能特征、认真自控、外倾性和亲社会性均有显著正相关,品行和纪律期望维度与人格的情绪稳定性相关不显著。(2)学业期望对人格的智能特征、外倾性和情绪稳定性预测作用最大,品行期望对认真自控预测作用最大,纪律期望对亲社会性预测作用最大。(3)小学生知觉在教师期望对人格智能特征、认真自控、外倾性、亲社会性影响中起部分中介作用,在教师期望对人格情绪稳定性影响中不存在中介效应。
This study aimed to investigate primary teacher expectation on student personality and the mediating effect of students perceptions of the impact of teacher expectations on personality, 1260 students were tested. The results showed that： （1） The dimensions of teacher expectations and personality characteristics of intelligent, self-control, extraversion and pro-social were significantly positively related, expectations of conduct, discipline and emotional stability were not significantly correlated. （2） Academic expectations predicted the maximum to the personality char- acteristics of intelligence, emotional stability and extraversion, conduct predicted the maximum to self-control, disci- pline predicted the maximum to pro-social. （3） Students perception played some intermediary role in the influence of primary teacher expectation on the student personality of intelligent, self-control, extraversion, pro-social, the in- termediary effect was not significant on the influence of emotional stability of personality.
出处
《心理与行为研究》
CSSCI
2012年第3期161-166,共6页
Studies of Psychology and Behavior
基金
国家社会科学基金(教育类)项目(BBA080048)
国家社会科学基金重点项目(11AZD089)的资助
关键词
小学生
教师期望
学生知觉
人格
primary student, teacher expectation, student perception, personality.
