班主任协商管理行为、师生关系与小学4~6年级学生外化问题行为的相互作用关系：交叉滞后研究

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谢其利¹^,², 郑惠珍², 江光荣²(

), 任志洪²(

), 樊燕飞², 刘加怀³, 张文⁴

¹贵州师范学院心理健康教育与咨询中心, 贵阳 550018
²青少年网络心理与行为教育部重点实验室, 华中师范大学心理学院, 湖北省人的发展与心理健康重点实验室, 武汉 430079
³湖北省水果湖第一中学, 武汉 430071
⁴湖北省武汉市硚口区教育科学研究室, 武汉 430030

收稿日期:2020-11-23出版日期:2021-10-25发布日期:2021-08-23
通讯作者:江光荣,任志洪E-mail:grjiang@yeah.net;ren@ccnu.edu.cn

基金资助:贵州省高等学校教学内容和课程体系改革项目(GZJG20210139);国家社科基金重大投标项目(16ZDA232);湖北省教育科学规划重点项目(2019JA095)

The reciprocal relationships between head teachers’ negotiation management behavior and teacher-student relationship and primary school students’ externalizing problem behaviors from grades four to six: A cross-lagged study

XIE Qili¹^,², ZHENG Huizhen², JIANG Guangrong²(

), REN Zhihong²(

), FAN Yanfei², LIU Jiahuai³, ZHANG Wen⁴

¹Department of Mental health education and consultation center, Guizhou Normal College, Guiyang 550018, China
²Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education; School of Psychology, Central China Normal University; Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan 430079, China
³Hubei Shuiguohu No.1 Middle School, Wuhan 430071, China
⁴Education Science Research Office of Qiaokou District, Wuhan City, Hubei Province, Wuhan 430030, China

Received:2020-11-23Online:2021-10-25Published:2021-08-23
Contact:JIANG Guangrong,REN Zhihong E-mail:grjiang@yeah.net;ren@ccnu.edu.cn

摘要/Abstract

摘要： 为探讨班主任协商管理行为、师生关系和学生外化问题行为三者间的相互作用关系, 在1个学年中, 采用问卷法对1407名小学4~6年级学生进行3次追踪测量。交叉滞后分析结果表明：(1)班主任协商管理行为启动积极的相互作用过程, T1时的班主任协商管理行为能显著减少T2时的学生的外化问题行为、提升T2时的师生关系亲密和降低T2时的师生关系冲突, 进而显著影响T3时的班主任协商管理行为、师生关系和学生外化问题行为; (2)学生外化问题行为驱动消极的相互作用过程, T1时的学生外化问题行为能显著减少T2时的班主任协商管理行为、降低T2时的师生关系亲密和增加T2时的师生关系冲突, 进而显著影响T3时的学生外化问题行为、师生关系和班主任协商管理行为。研究结果支持动态相互作用模型, 提示班主任在警醒学生外化问题行为的负面驱动作用的同时, 可有意识地利用协商管理行为的积极驱动作用干预学生的外化问题行为。

图/表 5

表1参与者年级、性别、年龄等人口学信息

年级	男	女	总计	年龄 (M ± SD, 岁)
四	142	143	285	9.76 ± 0.69
五	274	235	509	10.59 ± 0.64
六	314	299	643	11.55 ± 0.76
总计	730	677	1407	10.84 ± 0.99

表1参与者年级、性别、年龄等人口学信息

年级	男	女	总计	年龄 (M ± SD, 岁)
四	142	143	285	9.76 ± 0.69
五	274	235	509	10.59 ± 0.64
六	314	299	643	11.55 ± 0.76
总计	730	677	1407	10.84 ± 0.99

表2班主任协商管理行为、师生关系和小学4~6年级学生外化问题行为之间的相关分析

图1班主任协商管理行为与学生外化问题行为的交叉滞后模型图注：交叉滞后模型控制了学生年龄、性别、自评家庭经济状况和来源地等协变量, 但为了呈现简洁, 其路径系数未在图中标注; 图中单箭头线为预测关系, 双箭头线为相关关系; 实线为显著的路径, 虚线为不显著的路径; 图中所标注的系数均为标准化系数; 下同。

图2班主协商管理行为、师生关系亲密与学生外化问题行为的交叉滞后模型图注：变量之间的同时相关均在0.001水平上显著, 为呈现简洁, 图中未标注, 下同。

图3班主任协商管理行为、师生关系冲突与学生外化问题行为的交叉滞后模型图

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