师生关系对智力障碍学生同伴交往能力的影响:有调节的中介模型

The Effect of Teacher-student Relationship on Social Competence with Peers for Students with Intellectual Disabilities:A Moderated Mediation Model

为探讨师生关系与智力障碍学生同伴交往能力之间的关系,并考察自我控制能力在其中所起的作用,通过培智教师填写同伴交往能力量表、师生关系量表以及自我控制量表对384名智力障碍学生进行调查。结果显示:(1)亲密型师生关系正向预测智力障碍学生的同伴交往能力,冲突型和依赖型师生关系负向预测同伴交往能力;(2)自我控制能力在亲密型、冲突型和依赖型师生关系与智力障碍学生同伴交往能力间均起部分中介作用;(3)自我控制能力在冲突型师生关系与同伴交往能力之间的中介作用受到性别的调节,即这一中介作用只存在于智力障碍男生群体。这为学校和家长培养智力障碍学生同伴交往能力提供了新的视角。

To investigate the relationship between teacher-student relationship,social competence with peers,self-control in students with intellectual disabilities,totally 384 students with intellectual disabilities were recruited to participate in this study.Their teachers completed Social Competence with Peers Scale,Teacher-student Relation-ship Scale and Self-control Scale.The results indicated that:(1)In the teacher-student relationship,conflict and dependency negatively predicted the social competence with peers of students with intellectual disabilities,while closeness had a positive predicting effect;(2)Self-control played a mediating role between teacher-student rela-tionships and social competence with peers;(3)The mediating effect of self-control on teacher-student conflict and social competence with peers was moderated by gender.These findings provide a new perspective for schools and parents to cultivate social competence with peers of students with intellectual disabilities.