Attitudes and behaviors in the teacher-student relationship: a theoretical model conceptualization of reciprocal relationships between teachers and learners

师生关系中的态度和行为：教师和学习者之间互惠关系的理论模型概念化

• 批准号: 505944354
• 负责人: Professorin Dr. Rebecca Lazarides
• 金额: --
• 依托单位: Institut für Erziehungswissenschaft
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/505944354?language=en
• 关键词: Attitudes; behaviors; teacher; student; relationship

The teacher-student relationship (TSR) is one of the most crucial but also most complex determinants of successful teaching/learning processes. It is probably due to this complexity that there are significant limitations both at the level of empirical research approaches and at the level of theory building. In particular, there is a lack of theory models that include all the actors involved and the reciprocity of their interaction, while also taking into account mediation processes that, together with institutional conditioning factors and socio-cultural contextual factors, as well as attitudes and teaching/learning characteristics, determine TSR. Moreover, previous empirical studies have mostly considered only individual aspects detached from the complex interaction. We address these theoretical and empirical limitations in our research project by combining models for describing TSR into one model and empirically validating it in two subprojects using a longitudinal research design (fourmeasurement points) based on questionnaire data of participating students and teachers. In detail, random-intercept cross-lagged panel models will be used to investigate the reciprocal relationships between TSR and teachers' professional competencies (Subproject I: University of Potsdam under the direction of Rebecca Lazarides) and between LSB and students' academic development (Subproject II: University of Greifswald under the direction of Diana Raufelder). In addition, longitudinal multilevel models will provide information on the extent to which teachers' attitudes and professional characteristics (Subproject I) and students' attitudes and learning characteristics (Subproject II) influence the relational behavior of both interaction partners and the associated interaction process at the individual and class level. Finally, mediation analyses will be used to examine the psychological processes (e.g., emotions, motivation) on the part of the teacher (Subproject I) and on the part of the students (Subproject II) that mediate between specific dimensions of the relational behavior of both interaction partners and the academic as well as psychological consequences of TSR. Additionally, institutional conditioning factors and socio-cultural contextual factors will be considered as potential moderators. The results of our studies will lead to a better understanding of TSR and its role in learners' academic development as well as in teachers' socio-emotional and cognitive development. Thus, they are highly relevant for researchers as well as for teacher education and school practice.

师生关系是决定教与学过程成功与否的最重要也是最复杂的因素之一。这可能是由于这种复杂性，有显着的局限性，无论是在实证研究方法的水平和理论建设的水平。特别是，有一个缺乏的理论模型，包括所有参与者和他们的互动的互惠性，同时也考虑到调解过程，连同机构的制约因素和社会文化背景因素，以及态度和教学/学习的特点，确定TSR。此外，以往的实证研究大多只考虑了个别方面脱离复杂的相互作用。我们解决这些理论和实证的局限性，在我们的研究项目相结合的模型描述TSR到一个模型和实证验证它在两个子项目中使用纵向研究设计（四个测量点）的基础上参与学生和教师的问卷数据。具体而言，将使用随机截取交叉滞后面板模型来调查TSR与教师专业能力之间的相互关系（子项目I：波茨坦大学，由Rebecca Lazarides指导）以及LSB与学生学术发展之间的相互关系（子项目II：Greifswald大学，由Diana Raufelder指导）。此外，纵向多层次模型将提供信息的程度，教师的态度和专业特点（子项目I）和学生的态度和学习特点（子项目II）的影响，双方的互动伙伴的关系行为和相关的互动过程中，在个人和班级的水平。最后，中介分析将用于检查心理过程（例如，情感，动机）对教师（子项目I）和学生（子项目II）的一部分，调解双方的互动伙伴的关系行为和学术以及心理后果的TSR的具体尺寸之间。此外，机构条件因素和社会文化背景因素将被视为潜在的主持人。本研究的结果将有助于我们更好地理解师生反应及其在学生学业发展和教师社会情感认知发展中的作用。因此，他们是高度相关的研究人员以及教师教育和学校的做法。