不同职业认同水平教师对职业生活事件的社会认知加工特征

发布时间：2018-06-22 04:03

本文选题：职业认同 + 职业生活事件　；参考：《心理发展与教育》2017年01期

【摘要】：探讨不同职业认同水平教师在对职业生活事件的编码、再认和启动阶段是否具有不同的社会认知加工特点。采用Tversky的社会认知实验范式对高、低职业认同水平教师进行比较研究,结果发现:(1)高职业认同教师更多将正性条目编码为正性,更少将正性和中性条目编码为负性;高职业认同教师在正性和中性条目的编码正偏向上显著高于低职业认同教师;(2)高职业认同教师能够再认更多原有正性和中性条目,低职业认同教师将更多新加的中性和负性条目判断为阅读材料中的原有条目;(3)高职业认同教师的正性启动量和启动正偏向都显著高于低职业认同教师。结论:不同职业认同水平的教师对职业生活事件存在不同的社会认知加工特征,高职业认同教师的社会认知加工更积极有效。
[Abstract]:This paper explores whether teachers with different professional identity levels have different characteristics of social cognitive processing in their coding, recognition and initiation of professional life events. By using Tversky's social cognitive experimental paradigm, a comparative study of teachers with high and low vocational identity levels was carried out. The results showed that: (1) teachers with high vocational identity more encodes positive items as positives and minor positive and neutral items as negative ones; The coding positive bias of positive and neutral items in high vocational identity teachers was significantly higher than that in low vocational identity teachers; (2) teachers with high vocational identity could recognize more positive and neutral items. Low vocational identity teachers judge more new neutral and negative items as the original items in the reading materials; (3) the positive priming amount and positive bias of high vocational identity teachers are significantly higher than those of low vocational identity teachers. Conclusion: teachers with different levels of professional identity have different characteristics of social cognitive processing on professional life events, and the social cognitive processing of teachers with high vocational identity is more active and effective.
【作者单位】：济南大学教育与心理科学学院;华南理工大学思想政治学院;西南大学心理学部;
【基金】：教育部人文社会科学青年基金项目(13YJC880079)
【分类号】：G443

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