摘要
以2150名小学生为被试,采用问卷法,探讨父母教养方式、同伴接纳、学生知觉教师期望与小学生人格发展的关系。结果发现:(1)父母教养方式民主性正向预测小学生人格外倾性、亲社会性的发展;(2)同伴接纳分别在父母教养方式民主性与小学生人格外倾性、亲社会性之间起中介作用;(3)学生知觉教师期望消极反馈调节了中介过程的前半路径,因此,同伴接纳是有调节的中介变量。
Personality refers to those aspects of an individual that form the unique and stable psychological characteristics, an integrated systemincludes the ability to regulate, natural tendencies and internal motivation that are based on biology and restrained by social living conditions. Itplays a crucial role in individual life, being an important factor of individual health. Elementary school is an important period for the formation anddevelopment of personality. The ecology model of human development and the development context theory propose that individual development is theresult of the interaction between the individual and the environment. Therefore, the development of pupils＇ personality is inseparable from the familyand school environment. Parenting style, one of the factors of the family environment, has a decisive influence on pupils＇ personality. At the sametime, with time in school increasing, peers and teachers also play a crucial role in pupils＇ development. Recently, researchers have not only stressedthe importance of fatuity, teachers, peers and other factors of individual development, but have also paid increasing attention to the systemic effects ofthese factors, namely the interactive influence between different factors of individual development. Specially, the development of pupils＇ personality isa comprehensive and complicated process. Therefore, the primary purpose of the present study is to investigate the relationship among parenting style,peer acceptance, student perception of teacher expectations and pupils＇ personality, i A total of 2150 pupils were selected by using questionnaire in three elementary schools in Dalian. A moderated mediation model wasconstructed. In this model, peer acceptance mediated the relationship between parenting style and pupils＇ personality. Meanwhile, the first half ofthe mediation path was moderated by the student perception of teacher expectations. The results showed the following （1） The democraticmeasure of parenting style positively predicted t
出处
《心理科学》
CSSCI
CSCD
北大核心
2016年第2期343-349,共7页
Journal of Psychological Science
基金
辽宁省教育厅人文社会科学重点研究基地专项项目(ZJ2015034)
辽宁省教育厅科学研究一般项目(L2013416)
国家社科基金重大项目(11&ZD151)
国家社会科学基金重点项目(11AZD089)的资助
关键词
小学生
父母教养方式
同伴接纳
学生知觉教师期望
人格
pupils, parenting style, peer acceptartce, student perception of teacher expectations, persouality
