ABSTRACT

The relationships students form with their teachers are critical to children's early school adjustment and later school success. While previous research has relied on teachers' single-point ratings of student-teacher relationship (STR) quality, this study included data provided by children and teachers at two time-points in the kindergarten year. Children's drawings of themselves and their teacher were coded using Fury, Carlson, and Sroufe's (1997) attachment-based scoring of Relational Negativity. Children's feelings about their teacher were rated on the School Feelings Questionnaire (Bowes et al., 2009). Teachers completed the Student Teacher Relationship Scale (Pianta, 2001) and Teacher Rating Scale of School Adjustment (Birch & Ladd, 1997). Results showed that Relational Negativity at the start of school aligned with teachers' STR ratings, but by the end of the year, children's and teachers' ratings had diverged. Children were twice as likely as teachers to express increased negativity. Possible explanations for different perceptions of STR are proposed.

摘要

学生与老师建立的关系对于孩子早期的学校适应和以后的学业成功至关重要。虽然之前的研究依赖于教师对师生关系 (STR) 质量的单点评分，但本研究包括了儿童和教师在幼儿园一年的两个时间点提供的数据。使用 Fury、Carlson 和 Sroufe (1997) 基于依恋的消极关系评分对孩子们自己和老师的绘画进行编码。孩子们对老师的感受在学校感受问卷中进行评分（Bowes 等人，2009 年）。教师完成了师生关系量表（Pianta，2001 年）和学校调整教师评价量表（Birch & Ladd，1997 年）。结果显示，开学时的关系消极性与教师的 STR 评级一致，但到年底，儿童和教师的评级出现分歧。儿童表达消极情绪的可能性是教师的两倍。提出了对 STR 不同看法的可能解释。