Department of Psychology and Sociology, Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain.
Department of Psychology and Sociology, Faculty of Health of Sciences, University of Zaragoza, 50009 Zaragoza, Spain.
Int J Environ Res Public Health. 2020 Dec 16;17(24):9429. doi: 10.3390/ijerph17249429.
This study analyses the relation between student misbehaviour and teacher coercion from a teacher perspective by taking further contextual variables into account. Our participants were 480 male/female secondary education and 351 primary education teachers from the Spanish Autonomous Community of Aragón (Spain). This study forms part of the 2017 Coexistence Study in Aragón Education Centres. According to the theoretical framework and the SEM (structural equation modeling), the results revealed a close relationship between student misbehaviour and teacher coercion, although other contextual variables also appeared in the regression equation: in coexistence rules and in teacher competence. We ultimately found a certain degree of difference between the primary and secondary education levels. On the secondary school level, teacher conflicts were associated with student misbehaviour, while coexistence rules and participative and inclusive activities predicted teacher coercion. Conversely, on the primary school level, participative and inclusive activities predict a lower frequency of student misbehaviour, while teacher competence predicts a lower frequency of teacher coercion.
这项研究从教师的角度出发，分析了学生行为不当与教师强制之间的关系，并考虑了其他一些情境变量。我们的参与者包括来自西班牙阿拉贡自治区的 480 名男女中学教育教师和 351 名小学教育教师。这项研究是 2017 年阿拉贡教育中心共存研究的一部分。根据理论框架和 SEM（结构方程建模），研究结果表明，学生行为不当与教师强制之间存在密切关系，但回归方程中还出现了其他情境变量：在共存规则和教师能力方面。我们最终发现中小学教育阶段之间存在一定程度的差异。在中学阶段，教师冲突与学生行为不当有关，而共存规则和参与式、包容性活动则预示着教师强制。相反，在小学阶段，参与式和包容性活动预示着学生行为不当的频率较低，而教师能力则预示着教师强制的频率较低。
