Meehan Barbara T, Hughes Jan N, Cavell Timothy A
Department of Psychology, Texas A&M University, USA.
Child Dev. 2003 Jul-Aug;74(4):1145-57. doi: 10.1111/1467-8624.00598.
This 2-year prospective investigation examined the association between the quality of teacher-student relationships and children's levels of aggression in a sample of 140 second- and third-grade aggressive children (M age = 8.18). Consistent with the proposed dual-risk compensatory hypothesis, positive teacher-student relationships were more beneficial for aggressive African American and Hispanic children than for aggressive Caucasian children. Data did not support a moderating effect of negative parent-child relationship quality on the association between supportive teacher-student relationships and aggression. Findings underscore the importance of recruiting and preparing teachers capable of establishing supportive relationships with aggressive African American and Hispanic children. Results also suggest the need for multiple reporters of relationship quality in future research.
这项为期两年的前瞻性调查，对140名二、三年级有攻击行为的儿童（平均年龄=8.18岁）样本中师生关系质量与儿童攻击水平之间的关联进行了研究。与提出的双重风险补偿假说一致，积极的师生关系对有攻击行为的非裔美国儿童和西班牙裔儿童比对有攻击行为的白人儿童更有益。数据不支持负面亲子关系质量对支持性师生关系与攻击行为之间的关联产生调节作用。研究结果强调了招募和培养有能力与有攻击行为的非裔美国儿童和西班牙裔儿童建立支持性关系的教师的重要性。结果还表明，未来研究需要多个关系质量报告者。
