Wentzel Kathryn R
Department of Human Development, University of Maryland, College Park 20742, USA.
Child Dev. 2002 Jan-Feb;73(1):287-301. doi: 10.1111/1467-8624.00406.
This study examined the utility of parent socialization models for understanding teachers' influence on student adjustment in middle school. Teachers were assessed with respect to their modeling of motivation and to Baumrind's parenting dimensions of control, maturity demands, democratic communication, and nurturance. Student adjustment was defined in terms of their social and academic goals and interest in class, classroom behavior, and academic performance. Based on information from 452 sixth graders from two suburban middle schools, results of multiple regressions indicated that the five teaching dimensions explained significant amounts of variance in student motivation, social behavior, and achievement. High expectations (maturity demands) was a consistent positive predictor of students' goals and interests, and negative feedback (lack of nurturance) was the most consistent negative predictor of academic performance and social behavior. The role of motivation in mediating relations between teaching dimensions and social behavior and academic achievement also was examined; evidence for mediation was not found. Relations of teaching dimensions to student outcomes were the same for African American and European American students, and for boys and girls. The implications of parent socialization models for understanding effective teaching are discussed.
本研究探讨了父母社会化模型在理解教师对中学生适应能力影响方面的效用。研究人员从动机示范以及鲍姆林德提出的父母教养维度（控制、成熟期望、民主沟通和关爱）方面对教师进行了评估。学生的适应能力通过他们的社会和学业目标、课堂兴趣、课堂行为以及学业成绩来界定。基于来自两所郊区中学452名六年级学生的信息，多元回归结果表明，这五个教学维度在很大程度上解释了学生动机、社会行为和学业成就方面的差异。高期望（成熟期望）始终是学生目标和兴趣的积极预测指标，而负面反馈（缺乏关爱）则是学业成绩和社会行为最一致的负面预测指标。研究还考察了动机在教学维度与社会行为及学业成就之间关系中的中介作用；未发现中介作用的证据。教学维度与学生成果之间的关系在非裔美国学生和欧洲裔美国学生以及男生和女生中是相同的。本文讨论了父母社会化模型对理解有效教学的启示。
