批评方式对初、高中学生行为改善意向的影响:师生关系亲密度的作用
The Effect of Criticism on Behavior Improvement Intention of Junior and Senior High School Students:The Effect of Teacher-student Relationship Intimacy
程亚华 1闫琳 2张锋1
作者信息
- 1. 宁波大学心理学系暨研究所,宁波 315211
- 2. 潍坊理工学院师范学院,潍坊 262500
- 折叠
摘要
本研究探讨了批评方式对初、高中学生师生关系亲密度和行为改善意向的影响,并检验了师生关系亲密度在批评方式影响行为改善意向中的作用.研究发现,相对于结果性批评:(1)过程性批评和特质性批评均可降低初中生对师生关系亲密度的知觉,并进而削弱其行为改善意向;(2)过程性批评可提升高中生对师生关系亲密度的知觉,并进而增强其行为改善意向,但特质性批评可降低高中生对师生关系亲密度的知觉,并进而削弱其行为改善意向.这些发现不仅有助于深入理解批评方式影响学生成长的心理机制,而且对寻求针对不同学段学生不良行为的批评策略具有重要的参考意义.
Abstract
The current study aims to investigate the effect of criticism on teacher-student relationship intimacy and behavior improvement intention of junior and senior high school students,and test the hypothesized mediating effect of teacher-student relationship intimacy between criticism and behavior improvement intention.Results showed that,compared to outcome criticism:(1)For junior high school students,both person criticism and process criti-cism had a destructive effect on students'teacher-student relationship intimacy,which in turn contributed to an de-crease in their behavior improvement intention;(2)For senior high school students,process criticism could posi-tively promote students'perception of the teacher-student relationship intimacy,which had a subsequent positive effect on their behavior improvement intention.Person criticism,however,had a negative effect on students'per-ception of the teacher-student relationship intimacy,which in turn negatively weakened their behavior improvement intention.These findings not only help to deeply understand the psychological mechanism of criticism undermining students to develop good behavior patterns,but also provide an accurate scientific basis for seeking criticism strate-gies for students'behaviors in different academic stages.
关键词
批评方式/师生关系亲密度/行为改善意向/初中学生/高中学生Key words
criticism/teacher-student relationship intimacy/behavior improvement intention/junior high school students/senior high school students引用本文复制引用
出版年
2025
NETL
NSTL
万方数据