Teacher Training Department, Banat University of Agricultural Sciences and Veterinary Medicine, Timisoara, Romania.
Department of Psychology, West University of Timisoara, Timisoara, Romania.
PLoS One. 2021 Feb 10;16(2):e0246787. doi: 10.1371/journal.pone.0246787. eCollection 2021.
Teacher's pupil control ideology is a central feature for the quality of the teacher-student relationship, which, in turn, impacts the teacher's level of well-being. The pupil control ideology refers to a teacher's belief system along a continuum from humanistic to custodial views. Teachers with humanistic orientation view students as responsible and, therefore, they exert a lower degree of control to manage students' classroom behaviors. Teachers with a custodial orientation view students as untrustworthy and, therefore, they exert a higher degree of control to manage students' classroom behaviors. The relationship between pupil control ideology and dysfunctional beliefs originated from the cognitive-behavioral therapy framework has not been investigated, despite existing evidence suggesting that the pupil control ideology is linked to stress and burnout. One hundred fifty-five teachers completed a set of self-report questionnaires measuring: (i) teacher's pupil-control ideology; (ii) perfectionistic and hostile automatic thoughts; (iii) irrational beliefs; (iv) unconditional self-acceptance; (v) early maladaptive schemas; and (vi) dimensions of perfectionism. The result suggests that teachers who adopt a custodial view on pupil control ideology endorse more dysfunctional beliefs than teachers who adopt a humanistic view. They tend to present a higher level of perfectionism, unrelenting standards, and problematic relational beliefs, including schemas of mistrust and entitlement. They also present more often other-directed demands and derogation of other thoughts. Such results picture a dysfunctional view on pupils who misbehave, as adversaries who threaten their rigid and/or perfectionistic expectations.
教师的学生控制观念是师生关系质量的一个核心特征，而师生关系又会影响教师的幸福感水平。学生控制观念是指教师在从人文主义到托管观点的连续体上的信念体系。具有人文主义取向的教师将学生视为有责任感的，因此他们会施加较低程度的控制来管理学生的课堂行为。具有托管取向的教师将学生视为不可信的，因此他们会施加较高程度的控制来管理学生的课堂行为。尽管现有证据表明学生控制观念与压力和倦怠有关，但学生控制观念与源自认知行为疗法框架的功能失调信念之间的关系尚未得到调查。155 名教师完成了一套自我报告问卷，测量了：（i）教师的学生控制观念；（ii）完美主义和敌对的自动思维；（iii）非理性信念；（iv）无条件的自我接纳；（v）早期适应不良模式；以及（vi）完美主义的维度。结果表明，采用托管观点的教师比采用人文主义观点的教师更赞同功能失调的信念。他们往往表现出更高水平的完美主义、不妥协的标准和有问题的关系信念，包括不信任和应得的模式。他们也更经常表现出其他定向的要求和对其他想法的贬低。这些结果描绘了一种对行为不当的学生的功能失调观点，将他们视为威胁到他们僵化和/或完美主义期望的对手。
