中小学教师心理韧性量表的编制及其初步应用

发布时间：2018-01-18 10:36

本文关键词：中小学教师心理韧性量表的编制及其初步应用　出处：《浙江师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：心理韧性是当今积极心理学研究的一个重要课题,但其内涵一直都存在争议,教师心理韧性的定义也是如此,而且至今并没有开发出具有中国文化背景的教师心理韧性量表,开发出一套以中国教师为研究对象的教师心理韧性量表有助我们对教师心理健康研究的深化,同时也有助于我们了解不同的教师在面对同样的不利情境,其产生的行为不一样的原因。本文认为,教师心理韧性是教师在长期遭遇压力和处于不良环境下,仍能保持较高的教学承诺,并按时按质完成教学行为的过程。本研究遵循从文献查阅—建构维度—开发工具—实际测量—初步应用的研究思路。首先通过查阅国内外文献,编制访谈提纲和开放式问卷调查,结合文献、访谈结果和开放式问卷调查结果,编制中小学教师心理韧性的初测问卷。然后对中小学教师进行施测,对初测问卷的数据进行项目分析和探索性因素分析,形成中小学心理韧性的正式问卷,再对正式问卷进行施测,对施测问卷的数据进行验证性因素分析,验证中小学教师心理韧性问卷的结构是否清晰。最后对中小学教师心理韧性的问卷和主观幸福感问卷进行施测,探讨中小学教师心理韧性的特点,并且有针对性的提出了建构中小学教师心理韧性的几点建议。以下是本文的主要研究成果： (1)中小学教师心理韧性有内部保护因子和外部保护因子。内部保护因子包括：人际交往、情绪稳定性、积极心态、自我效能四个维度；外部保护因子有：家庭支持、朋友／同事支持、学生支持三个维度。其中人际交往、情绪稳定性、积极心态分别有4个项目,自我效能、家庭支持、朋友／同事支持、学生支持分别有3个项目。 (2)对问卷进行信度分析、效度分析、探索性因素分析和验证因素分析。分析的结果表明自编的中小学教师心理韧性有较好的信度和效度,问卷的结构清晰。自编的中小学教师心理韧性问卷可以用来测量中小学教师的心理韧性。验证性因素分析中的各指标如下, x2/df=1.649；CFI,GFI,IFI,NFI,NNFI都大于0.85；RMR=0.064: RMSEA=0.054.以上各指标的值都符合模型良好的标准,表明模型有较好的拟合度。量表的各个维度的克龙巴赫系数介于0.726与0.876之间,全量表的克龙巴赫系数是0.825；量表的各个维度分半信度系数的介于0.713与0.823之间,全量表的分半信度系数是0.807。这些数据表明自编的中小学教师心理韧性比较稳定可靠。 (3)通过对中小学教师心理韧性的特点发现：一是中小学教师心理韧性得分属于中等偏上,说明中小学教师的心理韧性状况良好。二是中小学教师心理韧性在地区分布上存在显著差异；三是朋友支持维度在性别和地区分布上存在显著差异；四是学生支持在年级和地区分布上存在显著差异；五是人际交往在教龄上存在显著差异；六是积极心态在地区分布上存在显著差异；七是自我效能在地区分布上存在显著差异；家庭支持在各人口统计学变量上均未达到显著差异。 (4)现状分析：中小学教师心理韧性状况可以往更好的方向发展。建构教师心理韧性要从教师自身和外部支持两方面着手。
[Abstract]:Resilience is an important topic to the positive psychology, but its meaning has been controversial, so is the definition of teachers' mental toughness, and has not developed with the China cultural background of teachers' Psychological Resilience Scale, developed a set of Chinese to teachers for teachers study mental toughness scale help us to deepen the research of Teachers' mental health, but also helps us to understand the different teachers in the face of unfavorable situation also, the causes of behavior is not the same.
This paper argues that the teachers' mental toughness is the teacher in the long-term experience of pressure and in a bad environment, can still maintain a high commitment to teaching process, and completed on time teaching behavior.
This study follows from the literature construction dimensions of development tools - Measurement - preliminary application research. Firstly, through the domestic and foreign literature, making interviews and open questionnaires, combined with literature, interviews and open questionnaire survey results, teachers in primary and secondary schools for mental toughness. Then the preliminary questionnaire for teachers elementary and middle schools were measured by item analysis and exploratory factor analysis of the preliminary questionnaire data, the formal questionnaire of mental toughness in primary and secondary schools, then the formal questionnaire surveying, confirmatory factor analysis of the questionnaire data, verify the structure of teachers' psychological resilience questionnaire of primary and secondary schools is clear. At the end of teachers of primary and middle school psychological resilience questionnaire and subjective well-being questionnaire surveying, to explore the characteristics of teachers' mental toughness in primary and middle schools, and puts forward the construction in primary school Some suggestions on the resilience of teachers.
The following are the main research results of this article:
(1) primary and middle school teachers' mental toughness internal protective factor and external protective factors. Including the internal protective factors: interpersonal communication, emotional stability, positive attitude, self-efficacy four dimensions; external protective factors are: family support, friend / colleague support, student support three dimensions. The interpersonal, emotional stability, positive state of mind are 4 projects, self-efficacy, family support, friend / colleague support, student support there are 3 projects.
(2) for reliability analysis, validity analysis of the questionnaire, exploratory factor analysis and confirmatory factor analysis. The results of the analysis show that the primary and middle school teachers' mental toughness has good reliability and validity, the questionnaire structure clear. Teachers of primary and middle school mental toughness questionnaire can be used to measure the mental toughness of primary and middle school teachers are as follows. Each index in confirmatory factor analysis,
X2/df=1.649; CFI, GFI, IFI, NFI, NNFI are greater than 0.85; the RMR=0.064: RMSEA=0.054. value of each index with good model standard, shows that the model has good fitting degree. Bach coefficient between each dimension kelom scale of 0.726 and 0.876, 0.825 is the full scale of the gram Rombach coefficient of each dimension; the scale of the split half reliability coefficient is between 0.713 and 0.823, the split half reliability coefficient of total scale is 0.807., these data show that the primary and middle school teachers' mental toughness is relatively stable and reliable.
(3) the characteristics of teachers' psychological toughness in primary and secondary schools found: one is the primary and secondary school teachers' psychological resilience score is above average, indicating the status of teachers' mental toughness is good. Two there are significant differences in the regional distribution of primary and middle school teachers' mental toughness; three friends support dimensions exist significant differences in gender and region distribution; four is the student support has significant difference in grade and area distribution; five is the interpersonal differences in seniority; six is a positive attitude has significant difference in area distribution; seven is the self-efficacy distribution in the region there are significant differences; family support in various demographic variables were not significant the difference.
(4) analysis of the status quo: the resilience of teachers in primary and secondary schools can develop in a better direction. The construction of teachers' resilience should start from two aspects, namely, teachers' self and external support.

【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G443

【参考文献】