Abstract: It is of great significance to pay close attention to and cultivate individual’s affective quality under the background of developing a harmonious society and, some major investigations offer a general picture about the development of students’ affective quality in primary and middle schools. Though students’ affective quality is influenced by many factors from schools, families and society , the role school education plays should be given top priority. In school education, classes are the basic units for students , and class-teachers play an essential role of educating. Therefore, it is typical and necessary to explore the effects of class-teachers’ affective quality on students. Affective quality of primary and middle school Class-teachers refers to the positive and mental characteristic that is relatively stable and essential and in accordance with their working features. It is developed by teachers in practice and influenced by various factors before and after they start working. Class-teachers with different affective quality have different impacts on students, while the degree of the impact should be founded on empirical evidence. . For the fact that there is a nested relation between each individual and his class, it is more scientific and reasonable to adopt the method of hierarchical linear model on the study. By means of the stratified sampling, the research samples 12 schools and 178 classes from a district in Shanghai and the subjects are students (4921 ) and their class-teachers. The survey instruments include Questionnaire on Youth’s Affective Quality, Questionnaire on Class-teachers’ Affective Quality in the Primary and Middle Schools and Questionnaire on Class Atmosphere. Questionnaire on Youth’s Affective Quality is selected works, which consists of six sub-questionnaires, fifteen sub-dimensions and 57 items. Class-teachers’ Affective Quality in the Primary and Middle Schools is made by the teachers themselves and consists of six sub-questionnaires, nineteen sub-dimensions and 78 items. Questionnaire on Class Atmosphere is adapted compilation ,which consists of five dimensions and 23 items. All the questionnaires have good reliability and validity and, the consistency reliability of these questionnaires are 0.93 ,0.96 and 0.92 respectively. The data are analyzed by means of SPSS21.0 and the results are as follows: 1) There are obvious discrepancies among different classes on students’ affective quality. 2) On the level of each individual, the class atmosphere ( relationship between teachers and students, inner experience, relationship among classmates, class discipline , class environment )felt by students predicts significantly students’ affective quality. 3) On the level of classes, affective quality of class-teachers predicted significantly the difference of students from different classes, but it does not reveal the same effect on teacher- student relationship, inner experience, and class discipline . This investigation supplies crucially important first-hand material on how to improve the affective quality of students as well as the influence from class-teachers and class atmosphere.

Key words: primary and middle schools, class-teachers, affective quality, class atmosphere , hierarchical linear model

摘要： 中小学生的情感素质日益受到关注，培养学生良好的情感素质具有重大的现实意义。中小学生情感素质发展受到诸多因素的影响，但学校教育，特别是班级发挥着独特的作用。探索中小学班主任对学生情感素质及其与班级氛围间的关系影响，具有重要的学术和实践价值。研究以改编的班级氛围问卷测量班级氛围，以选编的青少年情感素质问卷测量学生的情感素质，用自编的中小学班主任情感素质问卷测量班主任的情感素质，以多层线性模型(HLM)方法进行分析，涉及到178个教学班的4921名学生。结果显示：学生个体所知觉到的班级氛围状况对其情感素质具有显著的预测作用，班主任的情感素质对学生情感素质及其与班级氛围间的关系具有一定的影响。

关键词: 中小学, 班主任, 情感素质, 班级氛围, 多层线性模型