New York University, USA.
J Sch Psychol. 2010 Jun;48(3):187-218. doi: 10.1016/j.jsp.2010.01.001. Epub 2010 Mar 4.
The purpose of the present study was to examine factors associated with the quality of the teacher-child relationship from first through fifth grade using data from phases I, II and III of the National Institutes of Child Health and Human Development Study of Early Child Care and Youth Development, a prospective study of 1364 children from birth through sixth grade. On average, children evidenced moderately high quality relationships with teachers in fifth grade. However, there was extensive variation in fifth grade relationship quality across children. Children who received more support and stimulation at home and whose parents had higher quality interactions with the school had higher quality relationships. Additionally, children in classrooms with more positive environments and better management had higher quality relationships. Lastly, females, European-American children, children with lower levels of behavior problems and children who had higher quality relationships with their teachers in kindergarten also had higher quality relationships with teachers. On average, children evidenced decreases in the quality of their relationships with teachers from first through fifth grade. Interestingly, children whose parents had more contact with their schools, who were in schools where teachers received higher salaries and in classrooms that had more positive emotional climates and that were better managed evidenced slower rates of decline in relationship quality. Implications for theory and practice are discussed.
本研究的目的是利用国家儿童健康与人类发展研究所早期儿童保育与青年发展研究 I、II 和 III 阶段的数据，从一年级到五年级考察与师生关系质量相关的因素，这是一项对 1364 名儿童从出生到六年级的前瞻性研究。平均而言，五年级的儿童与教师的关系质量中等偏高。然而，儿童之间的五年级关系质量存在广泛的差异。在家中得到更多支持和激励、父母与学校互动质量更高的儿童，与教师的关系质量更高。此外，在环境更为积极、管理更好的教室中，儿童与教师的关系质量也更高。最后，女性、欧裔美国儿童、行为问题水平较低的儿童以及与幼儿园教师关系质量较高的儿童，与教师的关系质量也较高。总体而言，儿童与教师的关系质量从一年级到五年级呈下降趋势。有趣的是，与学校联系更多、教师薪酬更高、情感氛围更为积极、管理更好的教室中的儿童，其关系质量下降速度较慢。讨论了理论和实践的意义。
