表扬和心理惩罚在教师期望和学业自我效能感之间的中介作用——以广西壮族聚居地小学生为例

The Effect of Teacher’s Expectation on Academic Self-efficacy of Pupils Living in Guangxi Zhuang Autonomous Region: the Mediating Effects of the Frequency of Teacher’s Praise and Psychological Punishment

研究以布朗分布伦纳的Person(个人)-Process(过程)-Context(环境)-Time(时间)模型(PPCT模型)为理论基础,以教师期望问卷、自编的教师积极与消极反馈频次问卷和学业自我效能感量表为测量工具,以广西壮族聚居地427名小学生为研究样本,探索教师期望、教师的积极或消极反馈对广西壮族聚居地小学生学业自我效能的协同影响。结果表明:(1)教师期望、教师的积极或消极反馈与学生的学业自我效能之间存在显著的相关关系;(2)在教师对学生实施的众多积极或消极反馈中,表扬与心理惩罚的频次在教师期望与学生学业自我效能之间起部分中介作用。

Based on PPCT model(Person, Process, Context and Time) of Bronfenbrenner, using questionnaire of teacher’s expectation, self-designed questionnaire of the frequency of teacher’s positive and negative feedbacks and academic self-efficacy scale, and taking 427 pupils in Guangxi Zhuang Autonomous Region as samples, a study was made of the effect of teacher’s expectation and their positive and negative feedbacks on pupils’ academic self-efficacy. The results show that 1) there is a significant correlation between teacher’s expectation and their positive and negative feedbacks and pupils’ academic self-efficacy;and 2) in teacher’s positive and negative feedbacks, the frequency of praise and psychological punishment plays a mediating role between teacher’s expectation and pupils’ academic self-efficacy.