本文選題：心理彈性　切入點(diǎn)：解釋偏向　出處：《寧夏大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：教師心理彈性指教師在遭遇挫折和壓力情境時(shí),能夠較好地適應(yīng)環(huán)境,較快地從壓力情境中恢復(fù)并獲得良好發(fā)展的能力或特質(zhì)。對教師心理彈性與認(rèn)知加工偏向的研究有助于教師正確認(rèn)識(shí)壓力和困境,形成積極的態(tài)度和評價(jià),為提高教師的心理彈性提供可靠的實(shí)驗(yàn)證據(jù)。本文采用教師心理彈性問卷,首先對甘肅某兩個(gè)地區(qū)六所中學(xué)120名中學(xué)教師進(jìn)行施測,然后選取心理彈性得分高端27%和低端27%各30名教師作為實(shí)驗(yàn)被試。為了考察心理彈性教師的解釋偏向,采用了模糊情境范式,三個(gè)實(shí)驗(yàn)分別在不同模糊情境條件下考察了高、低心理彈性教師的解釋偏向。實(shí)驗(yàn)一以非社交情境的中性模糊圖片為刺激材料,考察高、低心理彈性教師對于模糊信息的解釋偏向特點(diǎn)；實(shí)驗(yàn)二以社交和非社交模糊情境(文字表述形式)為刺激材料,考察高、低心理彈性教師對于模糊情境的解釋偏向；實(shí)驗(yàn)三在實(shí)驗(yàn)二的基礎(chǔ)之上,將社交模糊情境分為與教師職業(yè)相關(guān)模糊情境和與職業(yè)無關(guān)模糊情境(均以圖片形式表示),考察高、低心理彈性教師對于模糊情境的解釋偏向。 通過以上三個(gè)實(shí)驗(yàn),本文獲得如下主要結(jié)論： (1)非社交模糊信息條件下,高、低心理彈性教師均沒有表現(xiàn)出明顯的解釋偏向。 (2)社交與非社交模糊情境下,高心理彈性教師表現(xiàn)出明顯的積極解釋偏向。 (3)與自我相關(guān)的社交模糊情境下,高、低心理彈性教師均表現(xiàn)出明顯的解釋偏向,但二者的方向不同,高心理彈性教師表現(xiàn)出明顯的積極解釋偏向,而低心理彈性教師則表現(xiàn)出明顯的消極解釋偏向。 結(jié)合以上研究結(jié)果,發(fā)現(xiàn)高、低心理彈性教師在不同模糊情境下的解釋偏向是不同的,它受到模糊情境特征的影響。相對于非社交模糊情境,高心理彈性教師在社交模糊情境下表現(xiàn)出積極的解釋偏向；相對于與自我無關(guān)模糊情境,高心理彈性教師在與自我相關(guān)模糊情境下表現(xiàn)出更大的積極解釋偏向。這表明高、低心理彈性教師的解釋偏向還受到情境線索的影響。
[Abstract]:Teachers' psychological flexibility means that teachers can adapt to the environment better when they encounter setbacks and stress situations. The research on teachers' psychological elasticity and cognitive processing bias can help teachers to correctly understand stress and difficulties and form positive attitude and evaluation. In order to provide reliable experimental evidence to improve the teachers' psychological resilience, 120 middle school teachers from six middle schools in two districts of Gansu Province were investigated by using the questionnaire of teachers' psychological resilience. In order to investigate the interpretation bias of the teachers, the fuzzy situational paradigm was adopted, and the three experiments were conducted under different fuzzy situations, respectively, in order to investigate the interpretation bias of the teachers, three experiments were carried out under different fuzzy situations, and then selected 30 teachers at the high end and 27% teachers at the low end as the subjects. Experiment 1: using neutral fuzzy picture of non-social situation as stimulus material, the characteristics of high and low elasticity teachers' interpretation bias to fuzzy information were investigated. In experiment two, social and non-social fuzzy situations (text representation) were used as stimulative materials to investigate the interpretation bias of teachers with high and low psychological flexibility to fuzzy situations. Experiment 3 was based on experiment two. The social fuzzy situation was divided into the teacher's occupation related fuzzy situation and the occupation independent fuzzy situation (all expressed in the form of pictures, to investigate the teachers' interpretation bias to the fuzzy situation with high and low psychological flexibility). Through the above three experiments, the main conclusions are as follows:. 1) under the condition of non-social fuzzy information, teachers with high and low psychological flexibility did not show obvious explanatory bias. 2) in the social and non-social fuzzy situations, teachers with high resilience showed obvious positive explanatory bias. (3) in the self-related social fuzzy situation, teachers of high and low psychological elasticity showed obvious explanatory bias, but the directions of the two were different, and the teachers of high psychological elasticity showed obvious positive explanatory bias. The teachers of low resilience showed obvious negative explanatory bias. Combined with the above results, it is found that teachers with high and low psychological flexibility have different interpretations in different fuzzy situations, which are influenced by the characteristics of fuzzy situations. Teachers with high resilience showed positive interpretation bias in the social fuzzy situation, and higher interpretation bias in the self-related fuzzy situation than in the self-independent fuzzy situation, which indicated that the higher the self-related fuzzy situation, the higher, the higher the self-related fuzzy situation, the higher the self-related fuzzy situation, the higher the self-related fuzzy situation, the higher the self-related fuzzy situation. The interpretation bias of low-flexibility teachers is also influenced by situational clues.
【學(xué)位授予單位】：寧夏大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B848

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陶云;張莎;唐立;劉艷;;不同心理彈性大學(xué)生在有或無應(yīng)激情景下的注意偏向特點(diǎn)[J];心理與行為研究;2012年03期

2 張愫怡;;教師壓力研究的新視角:心理彈性理論[J];福建教育學(xué)院學(xué)報(bào);2009年02期

3 陳瓏;于永菊;彭李;石磊;陳星宇;李嘉文;李靜;謝鈞潤;孟濤;李敏;;軍校醫(yī)學(xué)生心理彈性與其人格、認(rèn)知偏向、正負(fù)性情緒的關(guān)系[J];第三軍醫(yī)大學(xué)學(xué)報(bào);2013年16期

4 薛海珊;;新時(shí)期的教師心理彈性的啟示[J];黑龍江教育學(xué)院學(xué)報(bào);2010年01期

5 席居哲;桑標(biāo);左志宏;;心理彈性兒童的人際關(guān)系認(rèn)知[J];心理發(fā)展與教育;2011年06期

6 林初銳,胡瑜;中小學(xué)教師健康堅(jiān)韌性及影響因素的研究[J];心理科學(xué);2005年04期

7 陳少華,鄭雪;人格特質(zhì)對選擇性加工偏向的影響[J];心理科學(xué);2005年05期

8 陳俊;劉海燕;張積家;;Stroop效應(yīng)研究的新進(jìn)展——理論、范式及影響因素[J];心理科學(xué);2007年02期

9 彭曉哲,周曉林;情緒信息與注意偏向[J];心理科學(xué)進(jìn)展;2005年04期

10 應(yīng)湘;白景瑞;;不同心理彈性大學(xué)新生的積極消極情緒特征[J];心理學(xué)探新;2010年04期

相關(guān)博士學(xué)位論文 前2條

1 張敏;青少年情緒彈性及其對認(rèn)知的影響[D];上海師范大學(xué);2010年

2 許書萍;高社交焦慮大學(xué)生的解釋偏向[D];華東師范大學(xué);2010年

，

本文編號(hào)：1568745