本文關(guān)鍵詞：中小學(xué)教師心理韌性量表的編制及其初步應(yīng)用　出處：《浙江師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 心理韌性 問卷編制 教師

【摘要】：心理韌性是當(dāng)今積極心理學(xué)研究的一個重要課題,但其內(nèi)涵一直都存在爭議,教師心理韌性的定義也是如此,而且至今并沒有開發(fā)出具有中國文化背景的教師心理韌性量表,開發(fā)出一套以中國教師為研究對象的教師心理韌性量表有助我們對教師心理健康研究的深化,同時也有助于我們了解不同的教師在面對同樣的不利情境,其產(chǎn)生的行為不一樣的原因。 本文認為,教師心理韌性是教師在長期遭遇壓力和處于不良環(huán)境下,仍能保持較高的教學(xué)承諾,并按時按質(zhì)完成教學(xué)行為的過程。 本研究遵循從文獻查閱—建構(gòu)維度—開發(fā)工具—實際測量—初步應(yīng)用的研究思路。首先通過查閱國內(nèi)外文獻,編制訪談提綱和開放式問卷調(diào)查,結(jié)合文獻、訪談結(jié)果和開放式問卷調(diào)查結(jié)果,編制中小學(xué)教師心理韌性的初測問卷。然后對中小學(xué)教師進行施測,對初測問卷的數(shù)據(jù)進行項目分析和探索性因素分析,形成中小學(xué)心理韌性的正式問卷,再對正式問卷進行施測,對施測問卷的數(shù)據(jù)進行驗證性因素分析,驗證中小學(xué)教師心理韌性問卷的結(jié)構(gòu)是否清晰。最后對中小學(xué)教師心理韌性的問卷和主觀幸福感問卷進行施測,探討中小學(xué)教師心理韌性的特點,并且有針對性的提出了建構(gòu)中小學(xué)教師心理韌性的幾點建議。 以下是本文的主要研究成果： (1)中小學(xué)教師心理韌性有內(nèi)部保護因子和外部保護因子。內(nèi)部保護因子包括：人際交往、情緒穩(wěn)定性、積極心態(tài)、自我效能四個維度；外部保護因子有：家庭支持、朋友／同事支持、學(xué)生支持三個維度。其中人際交往、情緒穩(wěn)定性、積極心態(tài)分別有4個項目,自我效能、家庭支持、朋友／同事支持、學(xué)生支持分別有3個項目。 (2)對問卷進行信度分析、效度分析、探索性因素分析和驗證因素分析。分析的結(jié)果表明自編的中小學(xué)教師心理韌性有較好的信度和效度,問卷的結(jié)構(gòu)清晰。自編的中小學(xué)教師心理韌性問卷可以用來測量中小學(xué)教師的心理韌性。驗證性因素分析中的各指標如下, x2/df=1.649；CFI,GFI,IFI,NFI,NNFI都大于0.85；RMR=0.064: RMSEA=0.054.以上各指標的值都符合模型良好的標準,表明模型有較好的擬合度。量表的各個維度的克龍巴赫系數(shù)介于0.726與0.876之間,全量表的克龍巴赫系數(shù)是0.825；量表的各個維度分半信度系數(shù)的介于0.713與0.823之間,全量表的分半信度系數(shù)是0.807。這些數(shù)據(jù)表明自編的中小學(xué)教師心理韌性比較穩(wěn)定可靠。 (3)通過對中小學(xué)教師心理韌性的特點發(fā)現(xiàn)：一是中小學(xué)教師心理韌性得分屬于中等偏上,說明中小學(xué)教師的心理韌性狀況良好。二是中小學(xué)教師心理韌性在地區(qū)分布上存在顯著差異；三是朋友支持維度在性別和地區(qū)分布上存在顯著差異；四是學(xué)生支持在年級和地區(qū)分布上存在顯著差異；五是人際交往在教齡上存在顯著差異；六是積極心態(tài)在地區(qū)分布上存在顯著差異；七是自我效能在地區(qū)分布上存在顯著差異；家庭支持在各人口統(tǒng)計學(xué)變量上均未達到顯著差異。 (4)現(xiàn)狀分析：中小學(xué)教師心理韌性狀況可以往更好的方向發(fā)展。建構(gòu)教師心理韌性要從教師自身和外部支持兩方面著手。
[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.

【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G443

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本文編號：1440604