Wissink Inge B, Deković Maja, Stams Geert-Jan, Asscher Jessica J, Rutten Esther, Zijlstra Bonne J H
1Faculty of Social and Behavioral Sciences, Department of Educational Sciences, Forensic Child and Youth Care, University of Amsterdam, Amsterdam, The Netherlands.
J Sch Nurs. 2014 Jun;30(3):216-25. doi: 10.1177/1059840513497402. Epub 2013 Jul 19.
This multilevel study examined the relationships between moral climate factors and prosocial as well as antisocial behaviors inside and outside the school (school misconduct, delinquent behavior, and vandalism). The moral climate factors were punishment- and victim-based moral orientation, relationships among students, and teacher-student relationships. The analyses of data from 670 students in 69 classes showed that the classroom-level variables only had a significant impact on misconduct at school of students aged 12 to 20. For the other outcome variables, the student-level variables (student and teacher-student relationships, but especially students' moral orientation) were significant. A novel finding was that a positive teacher-student relationship not only proved to be related to less misconduct inside the school but also to less delinquent behavior and vandalism outside the school. This indicates that the teacher is an important socializing agent for adolescent behavior in general.
这项多层次研究考察了道德氛围因素与校内外亲社会行为以及反社会行为（学校不当行为、违法行为和破坏行为）之间的关系。道德氛围因素包括基于惩罚和受害者的道德取向、学生之间的关系以及师生关系。对69个班级中670名学生的数据进行分析后发现，课堂层面的变量仅对12至20岁学生在学校的不当行为有显著影响。对于其他结果变量，学生层面的变量（学生与师生关系，尤其是学生的道德取向）具有显著意义。一个新发现是，积极的师生关系不仅与学校内较少的不当行为有关，还与学校外较少的违法行为和破坏行为有关。这表明，总体而言，教师是青少年行为的重要社会化影响因素。
