心理弹性对中小学教师认知偏向的影响

发布时间：2018-01-27 11:49

本文关键词： 中小学教师心理弹性认知偏向　出处：《重庆师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：教书育人,为社会发展之关键,也是社会前进之重点。如何提高教师的教学能力,促进教师更好发展,成为学术界关注的重点研究方向之一。教师存在认知偏差,对职业的开展有不利的影响,会成为其发展的绊脚石,同时教师心理弹性对于教师的成长是一个重要因素。本研究从教师心理弹性变量出发,考量影响教师发展的因素,并且从认知偏向出发,探究心理弹性对其的影响。本研究采用问卷法以及实验法进行探索,共包括四个部分。研究一是针对教师心理弹性现状展开调查,利用刘春兰2010年编制的量表对500名在校中小学教师进行了问卷调查,对教师的教龄、任教部级、任教科目等多个人口学变量进行了探究;研究二至研究四是针对心理弹性对教师认知偏向的影响,其中实验二是不同心理弹性水平对教师注意偏向的影响,采用2(高、低心理弹性水平)×3(词汇类别:积极、消极和中性词汇)的混合实验设计,利用st roop实验范式,对被试反应的正确率和反应时作独立样本t检验;实验三是不同心理弹性水平对教师解释偏向的影响,采用2(高低心理弹性分组)×2(反应类别:积极、消极)×2(情景类型:模糊、职业)模糊情境实验设计,对不同情境类型的不同反应的个数和反应时作独立样本t检验;实验四是不同心理弹性水平对教师记忆偏向的影响,采用2(高低心理弹性分组)×2(反应类别:积极、消极)实验设计,对被试反应的正确率和反应时作独立样本t检验。综合这四个研究,得到以下结论:(1)中小学教师心理弹性在中等以上水平,教师的职业效能感仍有待提高。(2)不同年龄的中小学教师在心理弹性、职业技能上存在不同。(3)不同教龄和职称中小学教师在职业效能、职业技能和问题解决上存在不同。(4)结婚与否影响着教师的职业技能和职业效能的发展。(5)教师心理弹性的总体水平与职业认同感与任教部级有相当紧密的联系。(6)高心理弹性水平教师对积极信息存在显著的注意偏向。(7)低心理弹性教师对消极刺激存在显著的解释偏向和记忆偏向。
[Abstract]:How to improve teachers' teaching ability and promote teachers' better development is the key to the development of society. Teachers' cognitive bias, which has a negative impact on the development of their careers, will become a stumbling block to their development. At the same time, teachers' psychological resilience is an important factor for teachers' growth. This research adopts questionnaire method and experimental method to explore, including four parts. The first part is to investigate the current situation of teachers' resilience. A questionnaire survey was conducted on 500 primary and middle school teachers by using the scale compiled by Liu Chunlan in 2010. The demographic variables such as teachers' teaching age, teaching ministerial level and teaching subjects were investigated. The second to fourth research is aimed at the impact of resilience on teachers' cognitive bias. Experiment two is the effect of different levels of resilience on teachers' attention bias, using 2 (high). Low level of mental resilience) 脳 3 (vocabulary category: positive, negative and neutral vocabulary) mixed experimental design, using st roop experimental paradigm. The correct rate of reaction and reaction time were tested by independent sample t-test. The third experiment is the effect of different levels of resilience on teachers' interpretation bias, using 2 (high and low resilience group) 脳 2 (reaction category: positive, negative) 脳 2 (situation type: fuzzy). The design of fuzzy situation experiment was designed to test the number and reaction time of different responses of different situation types by independent sample t-test. Experiment 4 is about the effect of different levels of resilience on teachers' memory bias. The experiment was designed by using 2 (high and low resilience groups) 脳 2 (reaction categories: positive and negative). The correct rate and reaction time of the subjects were tested by independent sample t-test. By synthesizing the four studies, the following conclusions were drawn: 1) the psychological resilience of the primary and middle school teachers was above the average level. Teachers' sense of professional efficacy still needs to be improved. 2) Elementary and secondary school teachers of different ages have different psychological flexibility and vocational skills are different. 3) different teaching years and titles of primary and secondary school teachers in vocational efficiency. Vocational skills and problem solving are different. (4) Marriage or not affects the development of teachers' vocational skills and vocational efficacy. The overall level of teachers' psychological resilience and their professional identity are closely related to the teaching level. (6) the teachers with high level of psychological resilience have significant attention bias to positive information. Teachers with low resilience have significant bias in interpretation and memory to negative stimuli.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G443

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