Buyse Evelien, Verschueren Karine, Doumen Sarah, Van Damme Jan, Maes Frederik
Department of Psychology, Center for School Psychology, Katholieke Universiteit Leuven, Tiensestraat 102, B-3000 Leuven, Belgium.
J Sch Psychol. 2008 Aug;46(4):367-91. doi: 10.1016/j.jsp.2007.06.009. Epub 2007 Jul 27.
Young children with problem behavior in the classroom are at risk for developing more conflictual and less close relationships with their teachers. Two studies in kindergarten (N=3798; N=237) shed light on some aspects of classroom climate that can moderate this risk for relational problems. Results showed problematic classroom compositions, in terms of high average levels of internalizing or externalizing behavior, to exacerbate the risk for teachers to form more conflictual relationships with children showing externalizing behavior. Additionally, observed emotional support of teachers was found to be protective for the relational functioning of children at risk due to maladjusted behavior. Specifically, with emotionally supportive teachers, children who expose internalizing or externalizing behavior are no longer at risk for developing less close or more conflictual relationships with their teachers respectively. Practical implications and limitations of the studies are reported and suggestions are made for future research.
课堂上有问题行为的幼儿与教师发展冲突更多、亲密程度更低的关系的风险更大。两项针对幼儿园儿童的研究（N = 3798；N = 237）揭示了课堂氛围的一些方面，这些方面可以降低这种关系问题的风险。结果表明，就内化或外化行为的平均水平较高而言，有问题的课堂构成会加剧教师与表现出外化行为的儿童形成更多冲突关系的风险。此外，研究发现教师所表现出的情感支持对因行为失调而面临风险的儿童的关系功能具有保护作用。具体而言，在有情感支持的教师的课堂上，表现出内化或外化行为的儿童分别不再有与教师发展亲密程度较低或冲突较多关系的风险。报告了这些研究的实际意义和局限性，并对未来研究提出了建议。
