摘要
从海南四所小学的四、五、六年级选取240名黎族学生,采用师生关系量表、自我调节家长评定问卷和小学生学校适应问卷进行调查。结果发现:黎族儿童的师生关系和学校适应各指标均存在显著的性别和城乡差异,女童明显优于男童,城市儿童显著优于乡村儿童;黎族儿童师生关系的消极因素能有效预测其学校投入和学业成绩,自我调节能有效预测其学校孤独感,冲突性的师生关系通过黎族儿童的自我调节影响其学校生活的孤独感体验。
240 Li students who are in grade four,five and six are selected from four primary schools in Hainan. Teacher- student relationship scale,self- regulation evaluation questionnaire for parents,and school adjustment questionnaire for students are adopted. The findings of research arr that there are significant gender and urban- rural differences in various indicators of teacher- student relationship and school adjustment. Girls are better than boys and urban children are better than rural children. The negative factors of teacher- student relationship can effectively predict students＇ school engagement and academic results. Self regulation can effectively predict students＇ loneliness at school. Through Li students＇ self- regulation,conflicting teacher- student relationship could influence students＇ loneliness at school.
出处
《琼州学院学报》
2015年第6期55-61,共7页
Journal of Qiongzhou University
基金
海南社科基金项目(HNSK(GJ)14-53)
琼州学院2014年学科带头人与博士科研启动基金项目(QYXB201405)
关键词
师生关系
自我调节
学校适应
黎族儿童
teacher-student relationship
self-regulation
school adjustment
Li children
