Borg M G, Falzon J M
Department of Psychology, Faculty of Education, University of Malta, Msida.
Br J Educ Psychol. 1993 Nov;63 ( Pt 3):513-8; discussion 519-20. doi: 10.1111/j.2044-8279.1993.tb01075.x.
This study investigates the effects of teacher sex and pupil sex in the teachers' perception of the seriousness of three extracted patterns of pupils' undesirable behaviours. In contraposition to Langfeldt's (1992) conclusion that gender differences are no longer observable when investigating complex patterns of behaviour as opposed to single behavioural items the present writers argue that where gender is a true effect this will also be evident at a factorial level of abstraction. A sample of 844 primary school teachers in Malta rated the seriousness of 16 selected undesirable behaviours when these are manifest in boy pupils and in girl pupils. A principal components analysis revealed three patterns of perceived problem behaviours labelled 'withdrawal behaviour', 'dissocial/overtly challenging behaviour' and 'disruptive behaviour'. Gender differences were found in each of the three factors: the main effect pupil sex was significant on 'withdrawal behaviour' and 'disruptive behaviour', and teacher sex on 'dissocial/overtly challenging behaviour'. Results also indicated a significant interaction effect involving teacher sex and pupil sex on the factor 'withdrawal behaviour'.
本研究调查了教师性别和学生性别对教师所感知的三种提炼出的学生不良行为模式严重程度的影响。与朗费尔特（1992年）的结论相反，朗费尔特认为，在调查复杂行为模式而非单一行为项目时，性别差异不再明显，而本文作者认为，在性别是真实影响因素的情况下，这在因子抽象层面也会很明显。马耳他的844名小学教师对16种选定的不良行为在男学生和女学生身上表现时的严重程度进行了评分。主成分分析揭示了三种被感知到的问题行为模式，分别标记为“退缩行为”、“反社会/公然挑衅行为”和“破坏性行为”。在这三个因素中均发现了性别差异：学生性别的主效应在“退缩行为”和“破坏性行为”上显著，教师性别的主效应在“反社会/公然挑衅行为”上显著。结果还表明，在“退缩行为”因素上，教师性别和学生性别之间存在显著的交互效应。
