通过老师和同龄人的镜头在学校的侵略和撤回行为:一个定性研究
Susanna Pallini1, Antonia Lonigro1, Barbara Barcaccia2,3
1Department of Education, Roma Tre University, 00185 Rome, Italy.
Behavioral sciences (Basel, Switzerland)
|May 24, 2024
概括
教师认为有侵略性的孩子是敌对的,而隐蔽的孩子是内向的. 这两个群体都被视为孤立的,尽管有不同的原因,影响了他们在阶级中的社会地位.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 童年社会行为 儿童社会行为
背景情况:
- 了解儿童的行为模式对于有效的课堂管理和支持至关重要.
- 教师的看法可以影响孩子的社会地位和学术经验.
- 在有针对性的干预中,区分攻击性和隐蔽性行为是关键.
研究的目的:
- 调查教师如何理解和描述幼儿的攻击性和社会退缩行为.
- 探索这些行为与儿童的社会统计状态 (被拒绝,被忽视,受欢迎) 之间的关系.
- 分析教师对表现出这些行为儿童的定性描述.
主要方法:
- 幼儿园和小学教师 (n=5) 使用儿童行为检查清单对退出和攻击性对143名学生进行了评分.
- 选择了46名儿童 (年龄为4-9岁) 的最终样本,这些儿童在戒断或侵略方面得分高于平均值1SD.
- 与教师进行了半结构面试,以收集对被选中的儿童行为进行定性描述.
主要成果:
- 教师说,隐蔽的孩子是内向的,不善于交谈的.
- 侵略性的孩子被教师描述为敌意,违反规则,并且非常活跃.
- 收缩和积极的孩子都被认为是孤立的,但教师们给出了这种孤立的不同原因.
结论:
- 教师对攻击性和收缩行为的看法是不同的,与常见的行为描述符保持一致.
- 尽管描述不同,但这两种行为模式都导致孩子被教师视为孤立.
- 需要进一步的研究来将这些教师的感知与客观的社会统计状态数据联系起来.
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