Teacher-Child Interactions: Relations with Children's Self-Concept in Second Grade

被引：50

作者：

Leflot, Geertje ^{[1
]}

Onghena, Patrick ^{[1
]}

Colpin, Hilde ^{[1
]}

机构：

[1] Univ Leuven KU Leuven, Fac Psychol & Educ Sci, Louvain, Belgium

来源：

INFANT AND CHILD DEVELOPMENT | 2010年 / 19卷 / 04期

关键词：

teacher-child interactions; self-concept; childhood; SOCIOEMOTIONAL COMPETENCE; DISRUPTIVE BEHAVIOR; ACADEMIC ENGAGEMENT; GENDER-DIFFERENCES; PERCEIVED CONTROL; YOUNG-CHILDREN; SCHOOL; CLASSROOM; KINDERGARTEN; ACHIEVEMENT;

D O I：

10.1002/icd.672

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

This study examined whether teacher child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self-concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their teachers. Data included teacher reports of teacher-child interactions and child reports of self-concept. Results showed that, when controlling for the initial level of self-concept, children's social self-concept was predicted by teacher involvement, structure, and autonomy support. In addition, teacher autonomy support predicted high academic self-concept. Finally, these teacher child interaction characteristics did not contribute to the behavioural and global self-concept. The results were similar for boys and girls. Copyright (C) 2010 John Wiley & Sons, Ltd.

引用

页码：385 / 405

页数：21

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