关键词: 小学生, 父母教养方式, 同伴接纳, 学生知觉教师期望, 人格

Abstract: Personality refers to those aspects of an individual that form the unique and stable psychological characteristics, an integrated system includes the ability to regulate, and natural tendencies and internal motivation that are based on biology and restrained by social living conditions. It plays a crucial role in individual life, being an important factor of individual health. Elementary school is an important period for the formation and development of personality. The ecology model of human development and the development context theory propose that individual development is the result of the interaction between the individual and the environment. Therefore, the development of pupils’ personality is inseparable from the family and school environment. Parenting style, one of the factors of the family environment, has a decisive influence on pupils’ personality. At the same time, with time in school increasing, peers and teachers also play a crucial role in pupils’ development. Recently, researchers have not only stressed the importance of family, teachers, peers and other factors of individual development, but have also paid increasing attention to the systemic effects of these factors, namely the interactive influence between different factors of individual development. Therefore, the primary purpose of the present study is to investigate the relationship amongparenting style, peer acceptance, student perception of teacher expectations and pupils’ personality. A total of 2150 pupils were selected by using questionnaire in three elementary schools in Dalian. A moderated mediation model was constructed. In this model, peer acceptance mediated the relationship between parenting style and pupils’ personality. Meanwhile, the first half of the mediation path was moderated by the student perceptionof teacher expectations. The results showed the following: (1) the democratic measure of parenting style positively predicted the development of extraversion and pro-sociality of pupils’ personality(β=.09, t=4.01, p<.001;β=.08, t=3.90, p<.001). (2) Peer acceptance mediated the relationship between the democratic measure of parenting style and the extraversion of pupils’ personality(β=.10, t=2.93, p<.01;β=.06，t=4.40, p<.001). The first half of the mediation path was moderated by the negative feedback measure of student perception of teacher expectations (β=-.07, t=-2.10, p<.01). (3) Peer acceptance mediated the relationship between the democratic measure of parenting style and the prosocialityof pupils’ personality(β=.10,t=2.93, p<.01; β=.13, t=9.21, p<.001). The first half of the mediation path was moderated by the negative feedback measure of student perception of teacher expectations(β=-.07, t=-2.10, p<.01). These findings suggest that the development of pupils’ personality is affected by the interaction between family and the school environment. This implies that if we want to improve the pupils’ personality，we must pay special attention to peer acceptance，because it is a key factor in the formation of personality．Peer interaction can provide children with more opportunities to develop their personality．Moreover, we should also be concerned with both the student perception of teacher expectations and parenting style. The study not only provides a more targeted theoretical basis for the research of child personality, but also offers a more precise indicator of when to intervene in the development of a healthy personality.

Key words: pupils, parenting style, peer acceptance, the student perception of teacher expectation, personality