摘要
自我认知积极偏向指个体在认识和评价自己的过程中,往往会对自己做出积极的、肯定的评价。自我认知积极偏向对个体的社会适应具有积极意义,但有时候它可能使人低估真实情况的危险性,阻碍我们即时采取回避行动。尤其对于幼儿来说,他们缺乏观点采择能力,幼儿对自我的积极评价非常高,不恰当的自我认知势必会影响幼儿健全人格的发展。幼儿入园后,教师恰恰在学校中充当儿童心目中的"权威",教师因素对幼儿的发展产生重要的影响。当教师有较高的期望,相信学生的学习能力,学生也会认为自己更有能力。较高的教师期望形成后,教师的行为会受到这种期望的影响,进而会影响师生之间的交往,而早期的师生关系是影响儿童发展的重要因素。由此可以推测,幼儿的教师期望可能通过师生关系影响幼儿的自我认知积极偏向。因此,本研究选取教师期望与师生关系两个影响因素,考察二者对幼儿自我认知积极偏向的影响机制,试图为培养幼儿恰当的自我认知乃至健全的人格寻找切实可行的途径。本研究随机选取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。
Positive bias of self perception refers to the individual tend to make positive evaluation in the process of understanding and evaluation of their own.Although its great role in social adjustment, sometimes it may make us underestimate the dangers of real situation and prevent us from taking evasive action properly. Young Children always appraise themselves positively who lack of ablities to take others' perspective,so their sound personality will be destroyed by inappropriate self-perception. To young children, teachers become an authority who have an important effect for children's development. When teachers have high expectations to believe students' competence to learn, in turn children will be sure of their own capacity. In this case, high expectations could affect teachers behaviors and attitude to children and teacher-child relationship for children growth. This research presumably teacher-child relationship mediated the effect of teachers expectations on positive bias of self perception among young children. Moreover, the findings will be benefit to search for great way to develop young children's sound personality. To explore the relation between teacher expectations and positive bias of self perception, particularly investigating 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 took part in the investigation. The results showed: Preschool children's positive bias of self perception could be negative 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.
引文