McAuliffe Meghan D, Hubbard Julie A, Romano Lydia J
A. I. duPont Hospital for Children, Wilmington, DE, USA.
J Abnorm Child Psychol. 2009 Jul;37(5):665-77. doi: 10.1007/s10802-009-9305-5. Epub 2009 Feb 13.
This study explored the role of the classroom teacher in peers' evaluations of liking and disliking of their classmates. Teacher cognitions about children (teacher liking of students, teacher attributions for aggressive student behavior) and teacher behavior toward children (positive, corrective/negative) were examined as mediators in the link between children's own behavior (aggression, prosocial behavior) and peer liking and disliking. Participants were 127 second-graders in 12 classrooms (64 males, 63 females). Data on child behavior were collected through peer and teacher report, data on teacher cognitions about children were collected through self report, data on teacher behavior toward children were collected through naturalistic classroom observations, and data on peer liking and disliking were collected through peer nominations. Data were analyzed using path analysis. Results indicated that teacher cognitions about children and corrective/negative teacher behavior toward children mediated the relations between aggressive and prosocial child behavior and peer disliking.
本研究探讨了课堂教师在同伴对同学喜欢或不喜欢的评价中所起的作用。考察了教师对儿童的认知（教师对学生的喜欢程度、教师对学生攻击性行为的归因）以及教师对儿童的行为（积极行为、纠正/消极行为），将其作为儿童自身行为（攻击性行为、亲社会行为）与同伴喜欢或不喜欢之间联系的中介变量。研究参与者为12个班级的127名二年级学生（64名男生，63名女生）。通过同伴和教师报告收集儿童行为数据，通过自我报告收集教师对儿童的认知数据，通过自然课堂观察收集教师对儿童的行为数据，通过同伴提名收集同伴喜欢或不喜欢的数据。采用路径分析对数据进行分析。结果表明，教师对儿童的认知以及教师对儿童的纠正/消极行为在儿童攻击性行为和亲社会行为与同伴不喜欢之间的关系中起中介作用。
