本研究讨论了班主任行为、班级凝聚力与初中生心理健康之间的相互关系。基于社会学习理论、归属感理论和自我决定论,构建了一个假设模型,阐释了班主任的支持性行为如何通过增强班级凝聚力,进而正向作用于学生的心理健康。研究发现,班主...本研究讨论了班主任行为、班级凝聚力与初中生心理健康之间的相互关系。基于社会学习理论、归属感理论和自我决定论,构建了一个假设模型,阐释了班主任的支持性行为如何通过增强班级凝聚力,进而正向作用于学生的心理健康。研究发现,班主任的积极领导、情绪支持和公正管理能够显著提升学生的班级归属感,这种归属感的增强是班级凝聚力提升的关键,而班级凝聚力的提升又能为学生提供一个支持性的环境,有助于缓解负面情绪,提高情绪稳定性和社交能力。研究同时指出了理论框架的局限性、因果关系的复杂性以及实证数据的缺乏,并建议未来的研究应考虑个体差异、环境变量的影响,并采用更为复杂的统计方法和实证研究来进一步验证和丰富理论模型。This study discusses the interrelationships among the behavior of homeroom teachers, class cohesion, and the psychological health of junior high school students. Based on social learning theory, belonging theory, and self-determination theory, a hypothetical model is constructed to elucidate how the supportive behaviors of homeroom teachers can enhance class cohesion, which in turn positively affects students' psychological health. The study finds that the positive leadership, emotional support, and fair management of homeroom teachers can significantly increase students’ sense of class belonging, which is key to enhancing class cohesion. The enhancement of class cohesion can provide students with a supportive environment, which helps alleviate negative emotions, improve emotional stability, and social skills. The study also points out the limitations of the theoretical framework, the complexity of causal relationships, and the lack of empirical data, and suggests that future research should consider individual differences, the influence of environmental variables, and adopt more complex statistical methods and empirical studies to further verify and enrich the theoretical model.展开更多
文摘本研究讨论了班主任行为、班级凝聚力与初中生心理健康之间的相互关系。基于社会学习理论、归属感理论和自我决定论,构建了一个假设模型,阐释了班主任的支持性行为如何通过增强班级凝聚力,进而正向作用于学生的心理健康。研究发现,班主任的积极领导、情绪支持和公正管理能够显著提升学生的班级归属感,这种归属感的增强是班级凝聚力提升的关键,而班级凝聚力的提升又能为学生提供一个支持性的环境,有助于缓解负面情绪,提高情绪稳定性和社交能力。研究同时指出了理论框架的局限性、因果关系的复杂性以及实证数据的缺乏,并建议未来的研究应考虑个体差异、环境变量的影响,并采用更为复杂的统计方法和实证研究来进一步验证和丰富理论模型。This study discusses the interrelationships among the behavior of homeroom teachers, class cohesion, and the psychological health of junior high school students. Based on social learning theory, belonging theory, and self-determination theory, a hypothetical model is constructed to elucidate how the supportive behaviors of homeroom teachers can enhance class cohesion, which in turn positively affects students' psychological health. The study finds that the positive leadership, emotional support, and fair management of homeroom teachers can significantly increase students’ sense of class belonging, which is key to enhancing class cohesion. The enhancement of class cohesion can provide students with a supportive environment, which helps alleviate negative emotions, improve emotional stability, and social skills. The study also points out the limitations of the theoretical framework, the complexity of causal relationships, and the lack of empirical data, and suggests that future research should consider individual differences, the influence of environmental variables, and adopt more complex statistical methods and empirical studies to further verify and enrich the theoretical model.
