“Draw Me a Picture”

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2020-06-01 DOI:10.1086/708661
Marjolein Zee, K. Rudasill, D. Roorda
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引用次数: 8

Abstract

This study explored the role of students’ externalizing, internalizing, and prosocial behavior and classroom climate in their mental representations of student-teacher relationships. In total, 266 third to sixth graders and 35 teachers participated. Teachers completed questionnaires about students’ social-emotional behavior and student-teacher relationships. Relationship perceptions were aggregated to form a classroom climate measure. Students made drawings of themselves with the teacher, which were scored by independent coders on 8 dimensions. Multilevel models indicated that children with externalizing behavior depicted more tension/anger, bizarreness/dissociation, and emotional distance/isolation, and less pride/happiness in their drawings. Internalizing behavior was not associated with their mental relationship representations. Children with prosocial behavior depicted more creativity/vitality and less role reversal and global pathology than less prosocial counterparts. Classroom climate did not moderate linkages between child behavior and mental representations. These findings suggest that overt, rather than covert, behaviors play a role in students’ mental relationship representations.
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“给我画一幅画”
本研究探讨了学生的外化、内化、亲社会行为和课堂气氛在他们对师生关系的心理表征中的作用。总共有266名三至六年级学生和35名教师参加。教师完成了关于学生社会情感行为和师生关系的问卷调查。将关系感知汇总起来,形成课堂氛围测量。学生们和老师一起画了自己的画,由独立的编码员对8个维度进行评分。多层次模型表明,具有外化行为的儿童在绘画中表现出更多的紧张/愤怒、怪异/分离、情感距离/孤立,而较少的自豪感/幸福感。内化行为与他们的心理关系表征无关。与不太亲社会的儿童相比,有亲社会行为的儿童表现出更多的创造力/活力,更少的角色逆转和全局病理。课堂气氛并没有缓和儿童行为和心理表征之间的联系。这些发现表明,在学生的心理关系表征中,显性而非隐性行为起着一定的作用。
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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