Toro P A, Cowen E L, Gesten E L, Weissberg R P, Rapkin B D, Davidson E
Am J Community Psychol. 1985 Aug;13(4):353-64. doi: 10.1007/BF00911213.
Relationships between qualities of the perceived social environment and children's adjustment were examined in 30 second- to fourth-grade classrooms. Based on Moos' conceptual framework, social environment was assessed from both teachers' and children's perspectives. There was little agreement between the two views. Nine teacher- and peer-rated adjustment variables were used as criterion measures in multiple regression analyses which controlled for the potential confounding influence of grade level and family income. The main substantive findings were that peer sociometric ratings were more positive at lower grade levels and in classes rated by children as high in Order and Organization; teachers rated less acting-out behavior in classes seen by children as high in Affiliation, Teacher Control, and Task Orientation; and teachers rated children as more likeable in classes seen by Children as high in Teacher Control and Competition. Implications of the study's findings for future primary preventive efforts to engineer health-promoting classroom environments are discussed.
在30间二至四年级的教室里，研究了感知到的社会环境质量与儿童适应情况之间的关系。基于莫斯的概念框架，从教师和儿童两个角度对社会环境进行了评估。两种观点之间几乎没有一致性。九个由教师和同伴评定的适应变量被用作多元回归分析中的标准测量指标，这些分析控制了年级水平和家庭收入的潜在混杂影响。主要的实质性发现是，同伴社会测量评级在较低年级水平以及被儿童评为秩序和组织性高的班级中更为积极；教师评定在被儿童视为归属感、教师控制和任务导向性高的班级中，儿童的外化行为较少；教师评定在被儿童视为教师控制和竞争性高的班级中，儿童更讨人喜欢。讨论了该研究结果对未来构建促进健康的课堂环境的初级预防工作的启示。
