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目的:从个体和班级两个层面探讨教师差别行为对初中生学业成绩、同伴接纳和学校满意度的影响。方法:选取31名初中教师及其所带的1438名学生,运用问卷测量方法收集数据,使用HLM处理数据。结果:个体层面,教师差别行为影响学生的学业成绩、同伴接纳和学校满意度;班级层面,教师差别行为仅影响学生的学校满意度。结论:个体层面和班级层面,教师差别行为均会影响初中生的心理发展指标。
OBJECTIVE: To explore the effect of teacher’s disagreement on academic achievement, peer acceptance and school satisfaction of junior high school students from two levels of individual and class. Methods: Totally 31 junior high school teachers and 1438 students were enrolled in this study. Data were collected by questionnaire and HLM was used to process the data. Results: At the individual level, the differences among teachers affected students ’academic performance, peer acceptance and school satisfaction. On the class level, teacher differences only affected the students’ school satisfaction. Conclusion: At the individual level and at the class level, the differences among teachers all affect the psychological development of junior high school students.