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首页> 外文期刊>British journal of educational psychology >School attitude and perceived teacher acceptance: Developmental trajectories, temporal relations, and gender differences
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School attitude and perceived teacher acceptance: Developmental trajectories, temporal relations, and gender differences

机译：学校态度和感知教师验收：发展轨迹，时间关系和性别差异

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Background Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes. Aims Students' perceived teacher acceptance was used as an indicator for student-teacher relations. Using a longitudinal data set, we examined the developmental trajectories of school attitudes and perceived teacher acceptance. In addition, we studied the temporal relations between both constructs.. We also examined gender differences in the mean levels, mean level development, and relations of school attitudes and teacher acceptance. Sample The sample consisted of 2,376 German elementary school students. Methods The students rated their school attitudes and perceived teacher acceptance three times across grade levels 3-4. Latent growth curve models were used to examine the developmental trajectories of both constructs. Cross-lagged panel models were used to examine the temporal relations between both constructs. Results Positive school attitudes and perceived teacher acceptance declined across time. School attitudes and perceived teacher acceptance were positively and reciprocally related across the three waves. Boys and girls did not differ in their temporal relations between school attitudes and perceived teacher acceptance and in the developmental trajectories of both constructs. Girls were found to display higher mean levels of school attitudes and perceived teacher acceptance. Conclusions Research and practice should seek for effective means to counteract the decline of students' positive school attitudes and perceived teacher acceptance. Interventions to foster students' school attitudes might benefit from enhancing student-teacher relations, and vice versa.
机译：作为学生的学校喜欢和学校依恋所定义的背景正面学校态度与许多理想的结果正相关。学生 - 教师关系往往被认为是学校态度的重要决定因素。目标学生认为教师接受被用作学生 - 教师关系的指标。使用纵向数据集，我们研究了学校态度和感知教师接受的发展轨迹。此外，我们研究了两种建筑之间的时间关系。我们还研究了学校态度和教师接受的平均水平，平均水平发展和关系的性别差异。样品样本由2,376名德国小学生组成。方法对学生评分他们的学校态度和感知教师接受3-4级的三次。潜在的生长曲线模型用于检查两个构建体的发育轨迹。交叉滞后面板模型用于检查两个构造之间的时间关系。结果积极学校态度和感知教师接受越来越多。学校态度和感知教师接受横跨三波呈积极且互相相关。男孩和女孩在学校态度与感知教师接受以及两个构造的发展轨迹中没有差异。被发现女孩们展示了更高的学校态度和感知教师接受程度。结论研究和实践应该寻求抵消学生积极学校态度和感知教师接受的有效手段。培养学生学校态度的干预可能会受益于加强学生 - 教师关系，反之亦然。

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