家教合作中的家长和教师之间的角色划分:基于教师的期望和看法的调解效应
Yanqi Guo1, Anne Li Jiang2, Congman Rao3
1School of Foreign Languages, Liaoning University, Shenyang, China.
Frontiers in psychology
|December 25, 2025
概括
教师的期望和看法调解家庭-学校合作中的角色模两可. 学校的支持缓解了这些影响,影响了教育合作中的界限定义.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
背景情况:
- 角色模两可是家庭与学校合作的一个重大挑战.
- 了解教师心理和机构支持之间的相互作用对于有效的合作至关重要.
研究的目的:
- 调查教师对家庭与学校合作中的角色模两可的期望和看法的双重调解效应.
- 检查学校支持在这些调解途径上的调节作用.
- 提出一个理论框架,以了解家庭-学校合作的动态.
主要方法:
- 从中国不同地区和学校类型的教师那里收集的数据,使用自主开发的多维利克尔特级别.
- 序列调解分析和贝叶斯结构方程建模用于数据测试.
主要成果:
- 教师的期望和感知形成了一个重要的链接调解路径,解释了56.9%的总效果.
- 学校支持显示出非对称的缓解效应:政策完整性线性增强了预期路径,而资源投资需要超过一个值 (3.82) 来激活感知路径.
结论:
- 机构支持和教师心理机制之间的协同作用是定义家庭-学校合作中的角色界限的关键.
- 为家庭-学校合作提出了一个"预设动态"双路径理论框架.
- 未来的研究应该采用多学科的角度进行更深入的研究.
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