教师期望、学业自我概念、学生感知教师支持行为与学业成绩之间的关系研究

发布时间：2018-01-06 08:19

本文关键词：教师期望、学业自我概念、学生感知教师支持行为与学业成绩之间的关系研究　出处：《广西师范大学》2005年硕士论文　论文类型：学位论文

【摘要】：教师期望(teachers’expectation)是指教师在对学生认识的基础上产生的行为结果的某种预测性认知,是一种情感效应,教师期望会对学生的心理发展产生深远的影响。教师期望的研究以Rosenthal和Jacobson1968 年在欧克小学所做的“课堂里的皮格马利翁”的实验报告为起点,之后教育学家和心理学家对教师期望的效应及其相关因素做了不少的研究,这些研究主要集中在教师期望对学生学业成绩影响的效果及其两者之间的相关程度、影响教师期望的因素等方面。另外,对教师期望实现过程的研究,多数也只是将焦点集中于教师对待学生的差别行为上,而对于其它的一些影响因素进行系统实证研究的较少。笔者认为,学生感知教师的支持行为和学生的学业自我概念也是其中非常重要的两个环节,这两个环节互作用,共同影响着教师期望效应的实现。因此,本研究在以往研究的基础上,结合本国的教育现状和研究现状提出了本文要研究的问题,拟就以学生感知到的教师支持行为与学生的学业自我概念为出发点,考察教师期望是如何通过这两个环节来影响学生的学业成绩的。本研究以问卷法为主,采取随机抽样的方式在某市的三所小学四、五、六年级进行调查,其中男生190 人,女生174 人,四年级97 人,五年级128 人,六年级139 人。根据以往的研究文献和课堂观察,收集教师对学生的支持行为,自编学生感知教师支持行为问卷,学生学业自我概念问卷参考《自我描述问卷(SDQ)》(Marsh et al.,1990)中的三个分量表(言语、数学和一般学校情况)编制。研究结果如下: 1.学生的学业自我概念及感知教师支持行为存在年级差异,四年级和六年级学生的学业自我概念及感知到的教师支持行为显著高于五年级的学生,随着年级的增长,学生的学业自我概念和感受到的来自教师各方面的支持呈现先降低后升高的趋势,两者都呈一种V 型的发展。 2.学生是否担任班干是影响学生感知到的教师支持行为的一个重要因素,并且在支持总分、情感支持、能力支持这几个因子上均存在极其显著的差异,担任学生干部的学生得到来自教师各方面的支持较多,主要表现在情感支持和能力支持上。 3.教师期望、学生的学业自我概念及感知教师支持行为对学生学业成绩影响极其显著,教师持高期望、学业自我概念高及得到教师支持行为多的学生学业成绩要显著优于教师持低期望、学业自我概念低及得到教师支持行为较少的学生。 4.学生的学业自我概念与感知教师支持行为两者相互作用,互为影响的,学业自我概念高的学生得到来自教师各方面的支持较多,而得到来自教师各方面支持较多的学生的学业自我概念也较高。 5.教师期望通过教师对学生的支持及学生的学业自我概念对学生的学业成绩产生影响,教师期望对学生学业成绩的提高虽然有很大的影响,但是同时它也会通过教师对学生的支持及学生的学业自我概念对学生的学业成绩产生影响,教师期望与学生的学业成绩之间的中介变量,主要是学生感受到的教师支持和学生的学业自我概念。
[Abstract]:Teachers' expectation (teachers' expectation) is a kind of means teachers on the basis of their cognition of the behavior of the cognitive prediction, is a kind of emotional effect, teachers' expectations will have a far-reaching impact on the psychological development of the students. The research of teachers' expectation in test report Rosenthal and Jacobson1968 in G primary school do "the classroom had Marley Weng" as the starting point, after the effect of educators and psychologists of teacher expectations and related factors to do a lot of research, these studies mainly focus on the degree of correlation between teacher expectations effect and their impact on the academic achievement of the influence of teacher expectations and other factors. In addition, expectations study on the implementation process of teacher differential behavior most just focus on the teacher to students, and for some influencing factors of other systems Research less. The author believes that the students' perception of teachers'supporting and students' academic self-concept is one of the very important two aspects, these two aspects of interaction, mutual influence the realization of teachers'expectation. Therefore, this study based on previous studies, combined with the present situation and the research status of our country's education this paper intends to study the problem, the students perceived teacher support behavior and students' academic self concept as the starting point, discusses the teachers' expectation is to influence the students' academic achievement through these two aspects. This study mainly adopts questionnaire method, adopt random sampling method in three primary school in four five, the sixth grade were investigated, including 190 boys and 174 girls, the fourth grade 97 people, 128 people in the fifth grade, the sixth grade 139. According to the literature and previous studies of classroom observation, collection of teachers to the The supporting behavior of students was self-made, the self perceived questionnaire of teacher's support behavior was self-made, and the three subscales (speech, mathematics and general school situation) of the Self-concept Questionnaire (SDQ) > Marsh et al. (1990) were compiled.
1. students' academic self concept and perception of teachers'supporting behavior difference in grade, the fourth grade and the sixth grade students' academic self-concept and perceived teacher support behavior was significantly higher than that of the fifth grade students, with the growth of grade, students academic self-concept and perceived various support from teachers showed first decreased and then increased the trend of both is a kind of V type.
2. students whether the class of stem is one of the important factors affecting students' perception of the teachers'supporting behavior, and emotional support in support, support, ability is significantly lower than that of several factors, as a student cadre students have various support from teachers more, mainly in the emotional support and support ability.
3. expectations of teachers, students academic self-concept and perceived teacher support of students' academic achievement is extremely significant, teachers have high expectations, academic self concept and get high teacher support than students' academic achievement is better than the teachers with low expectations, academic self-concept and behavior of teachers and students get low support less.
4., students' academic self-concept and perceived teacher support behavior interact and influence each other. Students with high academic self-concept get more support from all aspects of teachers, while students with more academic support from all aspects of teachers have higher academic self-concept.
5. teachers' expectations influence by supporting students and teachers of students academic self-concept on the academic performance of students, teachers' expectation on students' academic performance improvement while has a great impact, but at the same time, it will also affect the support students and teachers of students academic self concept of students' academic achievement, intermediary the variable between teachers' expectation and students' academic achievement, mainly students feel the teachers and students academic self-concept.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G441

【引证文献】