期刊论文

The Impact of Teacher-Child Relationships on Preschool Children's Self-concept:The Chained Mediating Effect of Receptive Language Ability and Psychological Resilience

中文

陕西学前师范学院学报

2095-770X

2024

40

3

57-64

10.11995/j.issn.2095-770X.2024.03.008

23YJC880033:教育部人文社会科学研究项目

本校为第一机构

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...

To explore the impact of teacher-child relationships on preschool children's self-concept and to examine the mediating ef-fects 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 ...