摘要
幼儿期是人格开始形成时期,也是多种人格特质快速发展时期,因此关注幼儿人格发展、探讨幼儿人格的影响因素对健全人格培养具有重要的意义。人格受到多层次环境背景的影响,学校环境是与儿童密切相关的微系统,教师是对儿童产生直接影响的重要他人。本研究采用问卷法,以某市4所幼儿园的26个班级共634名幼儿为调查对象,在控制被试的年龄和性别后,运用多层线性模型探讨教师期望对幼儿人格影响的特点,并引入师幼关系,探讨师幼关系在教师期望对幼儿人格影响过程中的中介作用。研究得出以下结论:(1)个体层面和班级层面教师期望对师幼关系均有显著预测作用。(2)个体层面上教师期望对人格智能特征、认真自控、外倾性和亲社会性有显著的预测作用;师幼关系是教师期望影响人格的认真自控、外倾性、亲社会性和情绪稳定性的中介变量;(3)班级平均教师期望对认真自控有显著预测作用。教师期望作为一种认知变量如同一只看不见的手,有意无意地指挥教师的态度和教育行为,对幼儿人格的发展具有重要影响。这就提醒教育工作者要克服对幼儿的刻板印象和偏见。虽然过低或高的期望都不如合理的期望影响深刻,但是总体来说教师保持积极乐观的期望,对幼儿各方面的发展更有利。同时要与儿童建立亲密、安全的师幼关系促进积极教师期望的有效传递。
Individual personality begins with the early childhood. At the same time, early childhood is the fast development period of a variety of personality traits. So it is of great importance to pay attention to children's personality development and discusses the influence factors of children's personality for shaping sound personality. It has been well demonstrated that personality receives effects from the multi-level environment background. The school is the most close microsystem children live in, and teacher is one of the significant others, who can directly influence on children. There are 634 children who are from 26 different classes at age of 3-6years old examined using questionnaires on teacher expectations, teacher-child relationship and personality which were completed by children's teachers. Controlling the influence of children's gender and age, hierarchical linear modeling(HLM) was applied to explore the relationship between teacher expectations and personality at individual and class levels and the mediating effect of teacher-child relationship in this relationship. Study concluded that:(1)Teacher expectations were positively related to teacher-child relationship at individual as well as class levels.(2)In terms of individual level,teacher expectations had a direct effect on four dimensions of personality(intelligence, conscientiousness, extraversion and prosociality); in terms of individual level, teacher-child relationship mediated the relationship between teacher expectations and personality(conscientiousness, extraversion,prosociality and emotional stability).(3)In term of class level, teacher expectations had a direct effect on conscientiousness. Teacher expectations is an perceptive variable as an invisible hand consciously or not directing teachers' attitude and actions which play a great role in young children's personality.That is to say that educator should overcome stereotype and prejudice against children.Although too high or low expectations is not better than appropriate ones,positive and optimistic attitude to children is important for their development. Moreover,building a high quality of teacher-child relationship is beneficial to express positive teacher expectations
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