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

在小学全纳教育中，具有不同学习前提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/她是否成功地向每个孩子展示了适应学习者需要和要求的行为，从而有利于孩子的学业发展？人际行为的特点是结合了交流（例如，温暖，需求满足）和代理（例如，指导，能力）这两个普遍的正交维度的价值观，并且是互补的：强烈的社区行为促进了他人的强烈社区行为，而强烈的代理行为使弱代理行为更有可能发生（互补性原则）。我们让老师从八个方面描述他们对班上每个孩子的行为，这些方面是交流和代理的不同组合。为了测试哪一种教师行为特别具有支持性，我们在多层分析中从教师行为（在教师-儿童二元（第一层次）和班级层面（教学风格，第二层次））预测儿童动机。动机应该是最高的，强烈的交流和教师代理与孩子的能力互补：能力较低的孩子从较强的代理中受益，能力较高的孩子从较弱的代理中受益。我们通过教师代理与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代理也应该与儿童对合作同伴网络的强整合有关：如果教师的代理与儿童的能力相比过于强大，同伴就会低估儿童的能力，如果代理太弱（即，如果教师的行为倾向于忽视），同伴就不太可能将儿童视为合作伙伴。我们还考察了教师关于师生关系是可改变的内隐理论是否有利于强烈的交流和对儿童能力的补充。我们进一步假设，儿童的客观特征（如性别、社会经济地位）触发自发的分类过程，结果是儿童在交流和代理维度上以某种方式被感知（如低社会经济地位的低交流和低代理），并鼓励教师的互补行为（如低交流和高代理）。在控制了儿童的能力之后，我们研究了教师行为的交流和代理是否会因这些（组合）分组特征而对儿童有所不同。这有助于解释不同群体在动机和社会包容方面的差异（例如，为什么社会经济地位低的儿童报告的动机较低）。

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).