How pre-service teachers' personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship
How pre-service teachers' personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship
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DOI：
10.1111/bjep.12025
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发表时间：
2014-06-01
影响因子：
3.7
通讯作者：
Wubbels, Theo
中科院分区：
文献类型：
--
作者：
de Jong, Romi;Mainhard, Tim;Wubbels, Theo
背景尽管师生关系是一个有据可查的现象，但很少有人试图确定其预测因素。研究主要集中在在职教师身上，对职前教师的特点与师生关系的关系知之甚少。研究假设友善和外向、课堂管理和学生参与中的自我效能感以及不同的学科策略对师生关系的影响和隶属关系有显著影响。样本共120名，被试为教师教育专业的职前教师。方法通过教师问卷调查，收集教师的职业背景(性别、年龄)、人格特征和自我效能感；教师的学科策略和师生关系与学生问卷的关系。结果两种人格特质和自我效能感在从属关系和影响上与师生关系无关。然而，不同的学科策略与师生关系在影响力和从属关系上存在显著的关系。性别对学科策略与影响和隶属关系的影响存在差异。结论本研究为课堂管理和教育人际关系的研究领域提供了相关的新见解。它通过微调现有的乐器并揭示与师生关系的有趣联系，有助于我们理解纪律策略。讨论了性别对这一方面的具体影响，以及对实践的影响。
BackgroundAlthough the teacher-student relationship is a well-documented phenomenon, few attempts have been made to identify its predictors. Research has mainly focused on in-service teachers, less is known about characteristics of pre-service teachers in relation to the teacher-student relationship.AimsThe purpose of this study was to identify the predictors of pre-service secondary teachers' relationships with their students. It was hypothesized that friendliness and extraversion, self-efficacy in classroom management and in student engagement, and various discipline strategies would contribute to the teacher-student relationship in terms of influence and affiliation.SampleA total of 120 pre-service teachers in teacher education programmes participated.MethodData on pre-service teachers' background (e.g., gender and age), personality traits, and self-efficacy were gathered with teacher questionnaires; data on teachers' discipline strategies and the teacher-student relationship with student questionnaires.ResultsThe two personality traits and self-efficacy appeared not to be related to the teacher-student relationship in terms of affiliation or influence. However, significant relationships were found between the different discipline strategies and the teacher-student relationship in terms of influence and affiliation. There were differential effects for gender on the relationship between discipline strategies on the one hand and influence and affiliation on the other.ConclusionThis study provides relevant new insights into the research fields of classroom management and interpersonal relationships in education. It contributes to our understanding of discipline strategies by fine tuning an existing instrument and revealing interesting connections with the teacher-student relationship. Specific gender effects on this connection are discussed, as are implications for practice.