Hogekamp Zarina, Blomster Johanna K, Bursalıoğlu Aslı, Călin Mihaela C, Çetinçelik Melis, Haastrup Lauge, van den Berg Yvonne H M
Department of Basic Psychological Research and Research Methods, University of Vienna Vienna, Austria.
Department of Psychology, University of Oslo Oslo, Norway.
Front Psychol. 2016 Jun 30;7:1014. doi: 10.3389/fpsyg.2016.01014. eCollection 2016.
The importance of high quality teacher-student relationships for students' well-being has been long documented. Nonetheless, most studies focus either on teachers' perceptions of provided support or on students' perceptions of support. The degree to which teachers and students agree is often neither measured nor taken into account. In the current study, we will therefore use a dyadic analysis strategy called the one-with-many design. This design takes into account the nestedness of the data and looks at the importance of reciprocity when examining the influence of teacher support for students' academic and social functioning. Two samples of teachers and their students from Grade 4 (age 9-10 years) have been recruited in primary schools, located in Turkey and Romania. By using the one-with-many design we can first measure to what degree teachers' perceptions of support are in line with students' experiences. Second, this level of consensus is taken into account when examining the influence of teacher support for students' social well-being and academic functioning.
高质量的师生关系对学生幸福感的重要性早已被记录在案。尽管如此，大多数研究要么关注教师对所提供支持的看法，要么关注学生对支持的看法。师生之间达成一致的程度往往既未被衡量，也未被考虑在内。因此，在本研究中，我们将使用一种称为“一对多设计”的二元分析策略。这种设计考虑了数据的嵌套性，并在研究教师支持对学生学业和社交功能的影响时考察了互惠性的重要性。我们从土耳其和罗马尼亚的小学招募了两个样本的四年级教师及其学生（年龄在9至10岁之间）。通过使用一对多设计，我们首先可以衡量教师对支持的看法与学生的体验相符的程度。其次，在研究教师支持对学生社会幸福感和学业功能的影响时，会考虑这种一致程度。
