错误气候和与教师的疏远:在小学中进行纵向分析
Gabriele Steuer1, Alyssa L Grecu2, Julia Mori3
1Department of Psychology, University of Bielefeld, Bielefeld, Germany.
The British journal of educational psychology
|January 3, 2024
概括
一个积极的教室错误气候,错误被建设性地处理,预测较低的学生与教师的疏远. 这凸显了错误管理在培养更好的学生教师关系方面的重要性.
科学领域:
- 教育心理学教育心理学
- 课堂环境研究 环境研究
- 学生与老师的关系 学生与老师的关系
背景情况:
- 错误处理在课堂上显著影响学生的学习和成绩.
- 现有的关于错误气候的研究缺乏关注学生与教师关系等社会结果.
研究的目的:
- 研究错误气候和学生与教师的疏远之间的纵向关系.
- 为了确定一个正误差气候是否会减轻异化.
主要方法:
- 纵向研究设计,有两个测量点 (5级和6级).
- 从瑞士和卢森堡的小学学生收集的数据.
- 阶层线性建模用于分析课堂内的学生-教师关系.
主要成果:
- 第一个测量点的正误差气候预测了第二个测量点的学生与教师的疏远程度降低.
- 共享的课堂错误气候对学生的疏远产生了重大影响.
结论:
- 研究结果从经验上支持错误气候对学生与教师关系的积极影响.
- 改善课堂错误处理对于防止学生与教师的疏远至关重要.
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