Bloomberg School of Public Health, Johns Hopkins University, United States of America.
School of Education, University of California, Riverside, United States of America.
J Sch Psychol. 2022 Aug;93:79-97. doi: 10.1016/j.jsp.2022.06.001. Epub 2022 Jul 15.
High quality teacher-student interactions are critical for the healthy social-emotional, behavioral, and academic development of middle school students. However, few studies have explored patterns of teacher-student interactions in middle school classrooms or the relation between teacher-, classroom-, and school-level factors and patterns of interaction. The current study employed latent profile analyses (LPA) to identify patterns of teacher-student interactional quality in a sample of 334 teachers from 41 schools serving middle school students within the Mid-Atlantic region of the U.S. Three distinct profiles of teacher-student interactional quality were identified that were characteristic of higher, lower, and intermediate quality and were differentially related to teacher, classroom, and school characteristics. Compared to classrooms with lower interactional quality, classrooms with "higher" or "intermediate" profiles were more likely to be taught by early career teachers, to have higher rates of observed student cooperation, and to be in schools in rural fringe areas. Classrooms with lower interactional quality were more likely to have larger student-to-teacher ratios and higher rates of student disruptive behaviors than classrooms with intermediate interactional quality and to be in schools with a higher percentage of out-of-school suspensions than classrooms with higher interactional quality. These findings suggest that interventions at the teacher, classroom, and school levels may promote positive teacher-student interactions, such as consultation to support teachers' effective classroom management, alternatives to out-of-school suspensions, and smaller student-to-teacher ratios.
高质量的师生互动对于中学生的健康社交情感、行为和学业发展至关重要。然而，很少有研究探讨中学课堂中的师生互动模式，以及教师、课堂和学校层面的因素与互动模式之间的关系。本研究采用潜在剖面分析（LPA），在一项针对美国中大西洋地区 41 所中学的 334 名教师的样本中，识别出了师生互动质量的三种不同模式。这三种模式分别是高质量、低质量和中等质量，并且与教师、课堂和学校特征存在差异关系。与互动质量较低的课堂相比，具有“较高”或“中等”互动质量的课堂更有可能由初任教师授课，观察到的学生合作率更高，且处于农村边缘地区的学校。与具有中等互动质量的课堂相比，互动质量较低的课堂学生与教师的比例更大，学生的扰乱行为发生率更高，且处于因学生被开除出校外而导致的停学率更高的学校。这些发现表明，在教师、课堂和学校层面的干预措施可能会促进积极的师生互动，例如为支持教师有效的课堂管理提供咨询、提供替代校外停学的方案，以及降低学生与教师的比例。
