在残疾小学生中,教师与学生关系质量的可塑性相关:教师和学生的观点
Christopher Murray1, Christen Knowles1, Yen K Pham2
1Center on Human Development, University of Oregon.
School psychology (Washington, D.C.)
|March 2, 2026
概括
对于残疾学生来说,可以通过专注于课堂工作联盟和社会情感技能来改善教师学生关系 (TSR). 这些因素影响关系质量,突出了针对性干预的必要性.
科学领域:
- 教育心理学教育心理学
- 特殊教育 特殊教育
- 儿童发展 儿童发展
背景情况:
- 师生关系 (TSR) 对学生的发展至关重要,特别是对于面临行为挑战的残疾学生.
- 对于儿童水平的技能和经验如何影响TSR质量,对这一群体的理解有限.
研究的目的:
- 调查学生经验 (例如,课堂工作联盟) 和技能 (社交技能,内化/外化行为) 和TSR质量之间的关系.
- 从教师和学生的角度来检查TSR质量.
主要方法:
- 利用了50所学校的185名残疾学生和76名特殊教育教师的多信息者评估.
- 使用回归分析来确定学生因素和TSR维度之间的独特关联.
主要成果:
- 课堂工作联盟,特定的社会技能和外部化行为与积极的 (信任,亲密) 和消极的 (冲突,疏远) TSR 维度有显著联系.
- 工作联盟一致预测TSR质量跨教师和学生的感知.
- 教师和学生之间的认知差异强调了多信息人数据的价值.
结论:
- 旨在加强联盟建设和社会情感技能的干预措施显示出增强行为困难学生的TSR增强的希望.
- 为了全面了解TSR质量,必须采用多信息者的方法.
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