摘要
本研究以31名初中教师及其所教的1438名初中生为被试,采用多层线性模型(HLM)从个体和班级两个层面对教师期望对初中生知觉的教师差别行为的影响进行了探讨。结果表明:仅在个体层面上,教师期望对学生知觉的教师差别行为有影响,具体表现在高教师期望的学生知觉到更多的机会和情感支持,而低教师期望的学生知觉到了更多的负性反馈和更多的指导控制行为。
It was discussed about the influence of the teacher expectations on perceived teachers＇ differential behaviors by a sample of 31 teachers and their 1438 students in junior middle school. The results showed that teacher expectations influenced perceived teachers＇ behaviors in individual level. There were general tendencies showed in this study： teacher expectations could positively predict perceived teachers＇ behaviors on emotional supports and opportunities, with negative predicting perceived teachers＇ behaviors on negative feedback and direction/control. There existed no class differences in relationship of teacher expectations and perceived differential treatment.
出处
《心理研究》
2008年第6期88-91,共4页
Psychological Research
关键词
教师期望
教师差别行为
初中
teacher expectations
perceived teachers＇ differential behaviors
junior middle school
