Agency and communion of teacher behavior in dyadic interactions with primary school children of different social groups. Interrelations with the teacher's implicit theory of relationships and the child's motivation and inclusion in the cooperation peer ne

在小学的包容性教育中，具有非常不同的学习先决条件的儿童将得到个别支持。这对教师来说是一项具有挑战性的任务：他/她是否成功地对每个孩子表现出适应学习者需求和要求的行为，从而有利于孩子的学业发展？人际行为总是以两个普遍正交的共融维度上的价值观的组合为特征（例如，温暖，满足需求）和代理（例如，指导，能力），是互补的：强烈的公共行为培养强烈的公共行为在其他人，而强烈的代理行为使弱代理行为更有可能（互补原则）。我们让老师从八个方面描述他们对班上每个孩子的行为，这八个方面是交流和能动性的不同组合。为了测试教师的行为是特别支持，我们预测儿童的动机，从教师的行为（在教师-儿童二元（L1）和班级水平（教学风格，L2））在多层次分析。动机应该是最高的强大的交流和教师的代理补充儿童的能力：一个孩子的能力仍然相对较低的受益于较强的代理，一个孩子的能力相对较高，从较弱的代理。我们通过教师能动性和客观测量的儿童能力之间的相关性的强度和方向来捕捉个性化支持的程度。由于社会参照过程，与儿童能力互补的教师能动性也应该与儿童强烈融入合作同伴网络相关联：如果与儿童的能力相比，教师的能动性太强，同伴就会低估儿童的能力，如果能动性太弱（即，如果教师的行为倾向于忽视），同伴就不太可能把孩子当作合作伙伴。我们还研究了教师的内隐理论，师生关系是可修改的，有利于强有力的交流和机构补充儿童的能力。我们进一步假设儿童的客观特征（例如，性别、社会经济地位）触发自发的分类过程，其结果是儿童在交流和能动性方面以某种方式被感知（例如，在社会经济地位低的情况下，低交流和低代理），并鼓励教师的补充行为（在例子中低交流和高代理）。控制儿童的能力后，我们研究是否交流和代理的教师的行为不同，对儿童取决于这些（组合）分组特征。这可能有助于解释不同群体的动机和社会包容性的差异（例如，为什么社会经济地位低的儿童报告动机较低）。

In inclusive education in primary school, children with very different learning preconditions are to be individually supported. This is a challenging task for the teacher: Does s/he succeed in showing behavior toward each individual child that is adapted to the learner's needs and requirements and thus favorable for the child's academic development? Interpersonal behavior is always characterized by a combination of values on the two universal orthogonal dimensions of communion (e.g., warmth, satisfaction of needs) and agency (e.g., guidance, competence) and is complementary: strongly communal behavior fosters strongly communal behavior in the other person, whereas strongly agentic behavior makes weakly agentic behavior more likely (complementarity principle). We have teachers describe their behavior toward each child in their class on eight facets in a circumplex of different combinations of communion and agency. To test which teacher behavior is particularly supportive, we predict child motivation from teacher behavior (in the teacher-child dyad (L1) and on the class level (teaching style, L2)) in multilevel analyses. Motivation should be highest with strong communion and teacher agency complementary to the child's competence: a child with still relatively low competence benefits from stronger agency, a child with relatively high competence from weaker agency. We capture the extent of individualized support by the strength and direction of the correlation between teacher agency and the objectively measured competence of the child. Due to social referencing processes, teacher agency complementary to the child's competence should also be associated with strong integration of the child into the cooperation peer network: If the teacher's agency is too strong compared to the child's competence, the peers underestimate the child's competence, and if the agency is too weak (i.e., if the teacher's behavior tends to be ignoring), the peers are less likely to consider the child as a cooperation partner. We also examine whether the teacher's implicit theory that a teacher-student relationship is modifiable favors strong communion and agency complementary to the child's competence. We further assume that objective characteristics of a child (e.g., gender, socioeconomic status) trigger spontaneous categorization processes, as a result of which the child is perceived in a certain way on the dimensions of communion and agency (e.g., low communion and low agency in the case of low socioeconomic status), and complementary behavior is encouraged in the teacher (low communion and high agency in the example). After controlling for children's competence, we examine whether the communion and agency of the teacher's behavior differs toward children depending on these (combined) grouping characteristics. This could help explain differences in motivation and social inclusion across groups (e.g., why children with low socioeconomic status report lower motivation).