教师与学生的关系,同理心和亲社会行为:检查人与人之间的关系和人内关系
Xingchao Wang1, Qinxian Kong1, Mingkun Ouyang2
1School of Educational Science, Shanxi University, Taiyuan, China.
Journal of youth and adolescence
|August 14, 2025
概括
积极的师生关系促进青少年的同情心和亲社会行为. 这项研究揭示了这些关系如何随着时间的推移动态地影响同情和行为,为社会和干预提供了洞察力.
科学领域:
- 发展心理学是发展心理学.
- 社会心理学 社会心理学
背景情况:
- 青少年发展抽象思维,使同理心和代价高昂的亲社会行为.
- 积极的师生关系是影响青少年亲社会性的关键环境因素.
- 了解师生关系,同理心和亲社会行为之间的相互作用对于社会和至关重要.
研究的目的:
- 研究教师与学生关系,同理心和青少年的亲社会行为之间的动态关联.
- 检查同情心在教师与学生关系和亲社会行为之间的关系中扮演的调解角色.
- 探索这些关联中的潜在的性别差异,使用一种发展级联的视角.
主要方法:
- 在三个时间点 (一年间隔) 中,对2407名中国青少年进行了长度研究.
- 利用随机拦截交叉滞后模型来分析人与人之间的关联.
- 评估师生关系,认知同情,情感同情和亲社会行为.
主要成果:
- 在教师与学生的关系,同理心和亲社会行为之间,在人与人之间发现了显著的积极联系.
- 在个人层面上,教师与学生的关系调解了早期和后来的亲社会行为之间的联系.
- 较高的师生关系预测了认知同情的增加,这反过来预测了亲社会行为;亲社会行为也预测了情感同情.
结论:
- 教师与学生之间的关系间接地通过认知同情,而不是情感同情来促进亲社会行为.
- 这些发现支持发展级联模型,突出了这些因素的动态相互作用.
- 结果为旨在增强青少年亲社会性和社会和的干预提供了科学基础.
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