摘要
积极教育自我效能感是教师对自己完成积极教育任务、实现积极教育目标的信念,是关于教育影响学生技能与人格形成的判断与评价,文章通过教师座谈、自编问卷、统计分析等方法对积极教育背景下教师教育自我效能感的心理结构进行探索,结果表明积极教育自我效能感是一个一阶4因子二阶2因子的心理结构,4个一阶因子分别是人格教育一般效能感、技能教育一般效能感、人格教育个人效能感、技能教育个人效能感,2个二阶因子分别是一般教育效能感和个人教育效能感;自编的《积极教育自我效能感问卷》具有良好的测量学特性,可以用于积极教育自我效能感的实证研究;当前实习师范生从事积极教育的自我效能感总体水平较为理想,但实习师范生的教育一般效能感仍有很大提升空间。
The positive education self-efficacy is a teacher’s faith in completing the positive education task and realizing the positive education goal,and it is a judgment and evaluation about the influence of education on the formation of students’skills and personality.According to an investigation to the psychological structure of teachers’education self-efficacy in the background of positive education by means of teachers’discussion,self-made questionnaire and statistical analysis,self-efficacy of positive education is a psychological structure of first-order four factors,and second-order two factors.The four first-order factors are general efficacy of personality education,general efficacy of skill education,personal efficacy of personality education,and personal efficacy of skill education.The two second-order factors are general education efficacy and personal education efficacy.The self-designed Questionnaire of Positive Education Self-efficacy has good measurement characteristics,which can be used for empirical research of positive education self-efficacy.At present,the overall level of positive education self-efficacy of intern normal students is relatively ideal,but the general education efficacy of intern normal students still has room for improvement.
作者
罗佳
LUO Jia(Yuzhang Normal University,Nanchang Jiangxi 330103,China)
出处
《萍乡学院学报》
2020年第1期85-90,共6页
Journal of Pingxiang University
基金
江西省教育科学“十三五”规划2019年度重点课题(19ZD087)。
关键词
积极教育
自我效能感
心理结构
实习师范生
positive education
self-efficacy
psychological structure
intern normal students
