抑郁、控制与气候：对影响学前课堂教学质量因素的考察
Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms.
作者信息
Sandilos Lia E, Cycyk Lauren M, Hammer Carol Scheffner, Sawyer Brook E, López Lisa, Blair Clancy
机构信息
Center for Advanced Study of Teaching and Learning (CASTL), University of Virginia.
Department of Communication Science, Temple University.
出版信息
Early Educ Dev. 2015;26(8):1111-1127. doi: 10.1080/10409289.2015.1027624. Epub 2015 Apr 14.
Abstract
RESEARCH FINDINGS
This study investigated the relationship of preschool teachers' self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System Pre-K. The sample consisted of 59 urban preschool classrooms serving low-income and linguistically diverse students in the northeastern and southeastern United States. Results of hierarchical linear modeling revealed that teachers' individual reports of depressive symptomatology were significantly and negatively predictive of the observed quality of their instructional support and classroom organization.
PRACTICE OR POLICY
The findings of this study have implications for increasing access to mental health supports for teachers in an effort to minimize depressive symptoms and potentially improve classroom quality.
摘要
研究结果
本研究调查了学前教师自我报告的抑郁症状、对课堂控制的认知以及对学校氛围的认知与通过《学前课堂评估评分系统》衡量的课堂质量之间的关系。样本包括美国东北部和东南部的59个城市学前课堂，这些课堂服务于低收入且语言多样化的学生。分层线性模型的结果显示，教师个人报告的抑郁症状对观察到的教学支持和课堂组织质量具有显著的负向预测作用。
实践或政策
本研究结果对于增加教师获得心理健康支持的机会具有启示意义，有助于尽量减少抑郁症状并可能提高课堂质量。
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