Relationship between Teacher Expectations and Positive Bias of Self Perception in Preschool Children: The Mediated Effects of Teacher-Child Relationship

Abstract

Abstract: To explore the relationship between teacher expectations and positive bias of self perception, and the mediating effects of teacher-child relationship, the scales for teacher expectations, positive bias of self perception and teacher-child relationship were performed and 400 preschool children aged 4-6 years took part in the investigation. The results showed that preschool children's positive bias of self perception could be negatively predicted by the teacher expectations.Teacher-child relationship had mediating effects in the influence of teacher expectations on positive bias of self perception. In other words, teacher expectations not only directly influence on positive bias of self perception, but also indirectly influence on positive bias of self perception through the mediating effect of teacher relationship.

Key words: preschool children, positive bias of self perception, teacher expectations, teacher-child relationship.

摘要： 选取400名4-6岁幼儿，运用问卷法对幼儿的教师期望、师生关系和自我认知积极偏向进行测量，探讨了师生关系在教师期望对幼儿自我认知积极偏向影响中的作用。结果表明，教师期望对幼儿自我认知积极偏向有负向预测作用；幼儿师生关系在教师期望对幼儿自我认知积极偏向的影响上存在中介效应。研究结果提示，教师期望不仅能直接影响幼儿自我认知积极偏向，也可以通过师生关系间接影响幼儿自我认知积极偏向。

关键词: 幼儿, 自我认知积极偏向, 教师期望, 师生关系

CLC Number:

B844.12

Yang Lizhu, Xu Min. Relationship between Teacher Expectations and Positive Bias of Self Perception in Preschool Children: The Mediated Effects of Teacher-Child Relationship[J]. Studies of Psychology and Behavior, 2015, 13(5): 621-626.

杨丽珠,徐敏. 教师期望对幼儿自我认知积极偏向的影响：师生关系的中介效应*[J]. 心理与行为研究, 2015, 13(5): 621-626.

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