摘要
为探讨师幼关系与学前儿童自我概念的关系,并检验接受性语言能力和心理弹性在其间的中介作用,采用师幼关系量表、接受性语言能力测量、幼儿心理弹性量表和幼儿自我概念量表对911名学前儿童及其教师进行测量和调查。结果表明:1)师幼亲密性和依赖性对学前儿童自我概念具有直接正向预测作用;2)接受性语言能力和心理弹性在师幼亲密性与自我概念之间分别起着部分中介作用,接受性语言能力在师幼依赖性与学前儿童自我概念之间具有部分中介作用;3)接受性语言能力和心理弹性在两种类型师幼关系与学前儿童自我概念之间起着链式中介作用。研究表明,教师与学前儿童建立积极亲密的师幼关系将有助于促进学前儿童自我概念的发展。
To explore the impact of teacher-child relationships on preschool children’s self-concept and to examine the mediating effects of receptive language ability and psychological resilience,a total of 911 preschool children and their teachers were surveyed and measured with the Teacher-Child Relationship Scale,receptive language ability assessment,Child Psychological Resilience Scale,and Child Self-Concept Scale.The results show that:1)Teacher-child intimacy and dependence have a direct positive predictive effect on preschool children’s self-concept.2)Receptive language ability and psychological resilience respectively play a partial mediating role between teacher-child intimacy and self-concept,while receptive language ability partially mediates between teacher-child dependence and preschool children’s self-concept.3)Receptive language ability and psychological resilience play a chained mediating role in the two types of teacher-child relationships and preschool children’s self-concept.The findings of the study indicate that cultivating a positive and intimate teacher-child relationship plays a significant role in fostering self-concept development among preschool children.
作者
占淑玮
何丹
ZHAN Shu-wei;HE Dan(School of Education,Central China Normal University,Wuhan 430079,China;Collage of Preschool and Primary Education,China West Normal University,Nanchong 637000,China)
出处
《陕西学前师范学院学报》
2024年第3期57-64,共8页
Journal of Shaanxi Xueqian Normal University
基金
教育部人文社科青年项目(23YJC880033)。
关键词
师幼关系
自我概念
接受性语言能力
心理弹性
学前儿童
teacher-child relationships
self-concept
receptive language ability
psychological resilience
preschool children
