Research Institute of Child Development and Education, University of Amsterdam, The Netherlands.
J Sch Psychol. 2013 Feb;51(1):143-58. doi: 10.1016/j.jsp.2012.12.001. Epub 2013 Jan 4.
The present study investigated whether the complementarity principle (mutual interactive behaviors are opposite on control and similar on affiliation) applies to teacher-child interactions within the kindergarten classroom. Furthermore, it was examined whether interactive behaviors and complementarity depended on children's externalizing and internalizing behaviors, interaction time, and interaction frequency. A total of 48 teachers and 179 selected kindergartners with a variety of externalizing and internalizing behaviors were observed in a small group task setting in the natural ecology of the classroom. Teachers' and children's interactive behaviors were rated by independent observers. Teachers reported about children's externalizing and internalizing behaviors. Multilevel analyses indicated that both teachers and children reacted complementarily on the control dimension but not on the affiliation dimension. Teachers showed more control and more affiliation toward children with higher levels of internalizing behavior. In addition, teachers displayed less affiliation toward children with higher levels of externalizing behavior, whereas those children did not show less affiliation themselves. Teachers' and children's complementarity tendencies on control were weaker if children had higher levels of externalizing behavior.
本研究旨在探讨互补性原则（控制维度上的相互作用行为是相反的，亲和维度上的相互作用行为是相似的）是否适用于幼儿园课堂中的师幼互动。此外，本研究还考察了互动行为和互补性是否取决于儿童的外化和内化行为、互动时间和互动频率。在课堂自然生态的小组任务环境中，共观察了 48 名教师和 179 名具有不同外化和内化行为的选定幼儿园儿童。教师和儿童的互动行为由独立观察者进行评分。教师报告了儿童的外化和内化行为。多层次分析表明，教师和儿童在控制维度上反应互补，但在亲和维度上不反应互补。教师对内化行为水平较高的儿童表现出更多的控制和更多的亲和。此外，教师对外化行为水平较高的儿童表现出较少的亲和，而这些儿童本身并没有表现出较少的亲和。如果儿童的外化行为水平较高，教师和儿童在控制维度上的互补倾向就会减弱。
