中国临床心理学杂志

教师差别行为对初中生学业成绩、同伴接纳和学校满意度的影响

作者：范丽恒¹ 李锦² 金盛华³

单位：1．河南大学教育科学学院心理与行为研究所河南开封 475004
2．河南省医药学校河南开封 475001
3. 北京师范大学心理学院

分类号：G632.4

出版年,卷(期):页码：2009,17(6):739-741

摘要：

目的：从个体和班级两个层面探讨教师差别行为对初中生学业成绩、同伴接纳和学校满意度的影响。方法：选取31名初中教师及其所带的1438名学生,运用问卷测量方法收集数据,使用HLM处理数据。结果：个体层面,教师差别行为影响学生的学业成绩、同伴接纳和学校满意度;班级层面,教师差别行为仅影响学生的学校满意度。结论：个体层面和班级层面,教师差别行为均会影响初中生的心理发展指标。

Objective:To explore the influence of perceived differential teacher behavior on students' achievement,peer acceptance and school life satisfaction.Methods:Data were collected by interview,nomination and questionnaire to 31 teachers and 1438 junior middle school students.Results:At individual level,perceived differential teacher behavior influenced students' school satisfaction,peer acceptance and achievement.In class level,perceived differential treatment only influenced students' school satisfaction.Conclusion:Perceived differential teacher behavior influenced students' psychological development both at individual level and at class level.

基金项目：

作者简介：

参考文献：

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