小学生的社会技能与友善—敌对型教师互动风格、社交归因的关系

心理与行为研究 ›› 2010, Vol. 8 ›› Issue (4): 296-301.

小学生的社会技能与友善—敌对型教师互动风格、社交归因的关系

徐云^1,2,江光荣¹,周宗奎¹

1 华中师范大学心理学院,湖北省人的发展与心理健康重点实验室,武汉 430079;
2 中南民族大学民族学与社会学学院,武汉 430074

收稿日期:2009-11-19 出版日期:2010-12-20 发布日期:2015-01-20
作者简介:徐云,女,华中师范大学心理学院博士生,中南民族大学民族学与社会学院讲师。Email: eliza381@sohu.com。
基金资助:
本研究得到2007年度武汉市社科基金（ssy07001）的资助

RESEARCH ON THE RELATIONSHIP BETWEEN PUPILS′S AFFECTION-HOSTILITY TEACHER INTERACTION, SOCIAL ATTRIBUTION AND SOCIAL SKILL

Xu Yun^1,2,Jing Guangrong¹,Zhou Zongkui¹

1 Psychology School, Central China Normal University, Hubei Province Key Lab for Human Development and Mental Health, Wuhan 430079;
2 Nationalities & Social School, South Central University for Nationalities, Wuhan 430074

Received:2009-11-19 Online:2010-12-20 Published:2015-01-20

摘要/Abstract

摘要： 以武汉市343名小学三至六年级的儿童为被试,考察儿童友善—敌对型教师互动风格与社交归因、社会技能之间的关系。结果显示：友善型、理解型教师互动风格与小学生成功内部归因、环境、自我、任务行为技能呈显著正相关,与成功外部归因呈显著负相关;理解型教师互动风格与人际行为技能呈显著正相关;不满型和训诫型教师互动风格与小学生成功和失败外部归因因呈显著正相关,与成功和失败内归因、四种行为技能呈显著负相关;成功内部归因与四种行为技能呈显著正相关;失败内部归因与人际、自我、环境行为技能呈显著正相关;成功与失败外部归因与四种行为技能呈显著负相关。社交成功的外部归因分别在不满型教师互动风格和环境、人际、自我、任务行为技能间起部分中介作用。不满型教师互动风格对成功内部归因、社会技能的预测效应显著,通过成功内部归因的中介效应不显著。

关键词: 小学生, 友善-敌对型教师互动风格, 社交归因, 社会技能, 中介效应

Abstract: 343 elementary school children from the third grade to the fifth grade were investigated. The relationships among affection-hostility teacher interaction, social attribution and social skill were examined, the mediator effect of social attribution between affection-hostility teacher interaction and social skill were also tested. The results indicated that, except that there was no significant relation between the friendliness teacher interaction and the interperonal behavior skill, the relationships among affection-hostility teacher interaction, social attribution and social skill were significant, and the exterior attribution successed in social interaction played a part mediator role on the relation between the dissatisfied behavior in teacher interaction and the enviornmental behavior skill, interperonal behavior skill, self related skill and task related skill; and the dissatisfied behavior in teacher interaction showed predictive significance in the interior attribution in social interaction and four social skills, and the mediating effect of the interior attribution in social interaction was not significant.

Key words: primary student, affection-hostility in teacher interaction, social attribution, social skill, mediator effect

中图分类号:

G446

徐云,江光荣,周宗奎. 小学生的社会技能与友善—敌对型教师互动风格、社交归因的关系[J]. 心理与行为研究, 2010, 8(4): 296-301.

Xu Yun,Jing Guangrong,Zhou Zongkui. RESEARCH ON THE RELATIONSHIP BETWEEN PUPILS′S AFFECTION-HOSTILITY TEACHER INTERACTION, SOCIAL ATTRIBUTION AND SOCIAL SKILL[J]. Studies of Psychology and Behavior, 2010, 8(4): 296-301.

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