Research Institute of Child Development and Education, University of Amsterdam, The Netherlands.
Research Institute of Child Development and Education, University of Amsterdam, The Netherlands.
J Sch Psychol. 2017 Oct;64:43-60. doi: 10.1016/j.jsp.2017.04.007. Epub 2017 May 10.
The present study aimed to advance insight into similarities and dissimilarities between teachers' and students' views of closeness and conflict in their dyadic relationship, and personal teacher and student attributes that contribute to these views. In total, 464 students (50.2% girls) and 62 teachers (67.5% females) from grades 4 to 6 participated in this study. Teachers filled out questionnaires about their background characteristics, self-efficacy (TSES), and student-teacher relationship perceptions (STRS) and students answered questions about their demographics and the student-teacher relationship quality (SPARTS). Peer-nominations were used to measure students' internalizing and externalizing behavior. Tests for measurement invariance suggested that the conflict and closeness constructs both approximated similarity across students and teachers. Multilevel structural equation models furthermore indicated that students' relationship perceptions, and conflict in particular, were predicted by their own gender, socioeconomic status, and internalizing and externalizing behavior. Additionally, teaching experience negatively predicted students' perceived conflicts. Teachers' relationship perceptions were both predicted by their own characteristics (teaching experience) and student features (gender, socioeconomic status, and externalizing behavior). These predictors explained between 39% and 61% of the variance in student- and teacher-perceived closeness and conflict. Last, teachers' general self-efficacy was positively associated with mean levels of closeness, and negatively associated with mean levels of conflict across student-teacher dyads.
本研究旨在深入了解教师和学生对师生关系中亲密和冲突的看法的异同，以及对这些看法有贡献的教师和学生的个人属性。共有来自 4 至 6 年级的 464 名学生（50.2%为女生）和 62 名教师（67.5%为女性）参与了这项研究。教师填写了关于其背景特征、自我效能感（TSES）和师生关系感知（STRS）的问卷，而学生则回答了关于其人口统计学和师生关系质量（SPARTS）的问题。同伴提名用于衡量学生的内化和外化行为。测量不变性检验表明，冲突和亲密感这两个结构在学生和教师之间都近似相似。多层次结构方程模型进一步表明，学生的关系感知，特别是冲突，由他们自己的性别、社会经济地位和内化和外化行为来预测。此外，教学经验负向预测学生感知到的冲突。教师的关系感知既由他们自己的特征（教学经验）和学生特征（性别、社会经济地位和外化行为）预测。这些预测因素解释了学生和教师感知到的亲密关系和冲突的 39%至 61%的方差。最后，教师的一般自我效能感与师生对亲密关系的平均水平呈正相关，与师生对冲突的平均水平呈负相关。
