摘要
以武汉市343名小学三至六年级的儿童为被试,考察儿童友善—敌对型教师互动风格与社交归因、社会技能之间的关系。结果显示:友善型、理解型教师互动风格与小学生成功内部归因、环境、自我、任务行为技能呈显著正相关,与成功外部归因呈显著负相关;理解型教师互动风格与人际行为技能呈显著正相关;不满型和训诫型教师互动风格与小学生成功和失败外部归因因呈显著正相关,与成功和失败内归因、四种行为技能呈显著负相关;成功内部归因与四种行为技能呈显著正相关;失败内部归因与人际、自我、环境行为技能呈显著正相关;成功与失败外部归因与四种行为技能呈显著负相关。社交成功的外部归因分别在不满型教师互动风格和环境、人际、自我、任务行为技能间起部分中介作用。不满型教师互动风格对成功内部归因、社会技能的预测效应显著,通过成功内部归因的中介效应不显著。
343 elementary school children from the third grade to the fifth grade were investigated. The relationships a- mong affection-hostility teacher interaction, social attribution and social skill were examined, the mediator effect of social attribution between affection-hostility teacher interaction and social skill were also tested. The results indicated that, except that there was no significant relation between the friendliness teacher interaction and the in- terperonal behavior skill, the relationships among affection-hostility teacher interaction, social attribution and so- cial skill were significant, and the exterior attribution successed in social interaction played a part mediator role on the relation between the dissatisfied behavior in teacher interaction and the enviommental behavior skill, interperonal behavior skill, self related skill and task related skill; and the dissatisfied behavior in teacher interaction showed predictive significance in the interior attribution in social interaction and four social skills, and the mediating effect of the interior attribution in social interaction was not significant.
出处
《心理与行为研究》
CSSCI
2010年第4期296-301,共6页
Studies of Psychology and Behavior
基金
2007年度武汉市社科基金(ssy07001)的资助
关键词
小学生
友善—敌对型教师互动风格
社交归因
社会技能
中介效应
primary student, affection-hostility in teacher interaction, social attribution, social skill, mediator effect.
