摘要
目的:探讨师幼互动质量与幼儿攻击性行为的关系以及教师情绪劳动在其中的调节作用。方法:采用课堂评估系统(CLASS)以及幼儿教师情绪劳动量表对黑龙江省等5个省份的207名幼儿教师进行调查,采用幼儿攻击性行为量表对1509名幼儿家长进行调查。结果:①幼儿的攻击性行为与师幼互动质量中的情感支持(r=-0.63,P<0.01)、课堂组织(r=-0.22,P<0.01)、教学支持(r=-0.15,P<0.01)以及教师情绪劳动中的深层扮演(r=-0.82,P<0.01)和自然表现(r=-0.87,P<0.01)呈负相关,但与教师情绪劳动中的表层扮演(r=0.39,P<0.01)呈正相关。②调节效应检验表明,师幼互动质量与教师情绪劳动中的自然表现的交互项对幼儿攻击性行为的回归效果达到显著水平(β=-0.70,P<0.05),师幼互动质量与教师情绪劳动中的自然表现的交互项对幼儿攻击性行为有显著的预测作用(F=71.89,P<0.05)。情绪劳动中的表层扮演和深层扮演在师幼互动质量和幼儿攻击性行为间不起调节作用。结论:师幼互动质量以及教师情绪劳动中的深层扮演和自然表现对幼儿攻击性行为有显著的负向影响作用,教师情绪劳动中的表层扮演对幼儿攻击性行为有显著的正向影响作用;教师情绪劳动中的自然表现在师幼互动质量和幼儿攻击性行为之间起到调节作用。
Objective:To explore the relationship between the quality of teacher-child interactions and young children's aggressive behaviors and the moderating role of teachers'emotional labor in this context.Methods:The Classroom Assessment System(CLASS)and the Emotional Labor Scale for Early Childhood Teachers were used to survey 207 early childhood teachers in five provinces,including Heilongjiang Province,and the Aggressive Behavior Scale for Young Children was used to survey 1,509 parents of young children.Results:①Aggressive behavior of young children was negatively correlated with the quality of teacher-child interaction in terms of emotional support(r=-0.63,P<0.01),classroom organization(r=-0.22,P<0.01),pedagogical support(r=-0.15,P<0.01),and teacher's emotional labor in terms of deep play(r=-0.82,P<0.01)and natural performance(r=-0.87,P<0.01)were negatively correlated,but positively correlated with superficial play in teachers'emotional labor(r=0.39,P<0.01).②Moderating effect tests showed that the interaction term between teacher-child interaction quality and naturalistic play in teachers'emotional labor regressed on toddler aggressive behavior at a significant level(β=-0.70,P<0.05),and that the interaction term between teacher-child interaction quality and naturalistic play in teachers'emotional labor had a significant predictive effect on toddler aggressive behavior(F=71.89,P<0.05).Surface play and deep play in emotional labor did not play a moderating role between teacher-child interaction quality and toddler aggressive behavior.Conclusion:The quality of teacher-child interaction and the deep playing and natural expression of teachers'emotional labor has a significant negative effect on toddler aggression,and the superficial playing of teachers'emotional labor has a significant positive effect on toddler aggression;The natural expression of teachers'emotional labor moderates the relationship between the quality of teacher-child interaction and toddler aggression.
作者
谢欣然
张晓梅
XIE Xinran;ZHANG Xiaomei(Research Centre for Higher Education,Northeast University of Petroleum,Daqing 163319,China;School of Teacher Education,Daqing Teachers'College)
出处
《中国健康心理学杂志》
2024年第7期1031-1039,共9页
China Journal of Health Psychology
基金
黑龙江省哲学社会科学研究规划项目(编号:21EDB072)。
关键词
师幼互动质量
攻击性行为
情绪劳动
幼儿
教师
Quality of teacher-child interaction
Aggressive behavior
Emotional labor
Young children
Teachers
