| Individual personality begins with the early childhood.At the same time,early childhood is the fast development period of a variety of personality traits.So it is of great importance to pay attention to children's personality development and discusse the influence factors of children's personality for shaping sound personality.It has been well demonstrated that personality receives effects from the multi-level environment background.The school is the most close microsystem children live in,and teacher is one of the significant others,who can directly influence on children.The purpose of the present study is to explore the characteristics of teacher expectations and how teacher expectations affect children's personality.Finally,from the perspective of teacher,the methods of personality education are discussed.Through literature review and semi-structured interview,this study proposed the expectation structure model and developed the original questionnaire,then we used exploratory structural equation modeling(ESEM)to test the structure and MANOVA for gender and grade characteristics analysis.Hierarchical linear modeling(HLM)was applied to explore the relationship between teacher expectations and personality at individual and class levels and the mediating effect of teacher-child relationship in this relationship.Study concluded that:(1)The Kindergarten Teacher Expectations Questionnaire can be used as an effective and reliable tool for evaluating the kindergarten teacher expectations.(2)The kindergarten teacher expectations had 3 factors,including cognition expectation,behavior expectation,communication expectation.(3)The kindergarten teacher expectations developed with grade increasing.(4)Teacher expectations for girls were much higher than boys and the grade developmental tendency of teacher expectations for girls and boys were consistent.(5)Teacher Expectations were positively related to teacher-child relationship at individual as well as class levels.(6)In terms of individual level,teacher expectations had a direct effect on four dimensions of personality(intelligence,conscientiousness,extraversion and pro-sociality),and class level,teacher expectations had a direct effect on conscientiousness.(7)In terms of individual level,teacher-child relationship mediated the relationship between teacher expectations and personality(conscientiousness,extraversion,pro-sociality and emotional stability).However,the research didn't find the relationship between teacher expectations and personality was mediated by teacher-child relationship at class level. |
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