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目的从微观层面探讨归因、自我效能感、教育观念、人格因素对教师心理健康的影响。方法使用《教师心理健康问卷》和《PSQ人格问卷》进行问卷调查。结果能力和努力归因对教师心理健康有正向的预测作用;任务难度和运气归因对教师心理健康有负向的预测作用。工作效能和创造效能对教师心理健康都有正向的预测作用。成功教育、挫折教育和主动探索的教育观念对教师的心理健康都是正向的预测作用。神经质分数低的教师出现心理问题的几率不大;趋向于外向、开放、随和以及尽职尽责的教师,心理健康水平较高。结论归因、自我效能感、教育观念、人格因素对教师心理健康都有程度不同的影响。
Objective To explore the impact of attribution, self-efficacy, educational concept and personality on teachers’ mental health at the micro level. Methods A questionnaire was conducted using the Teacher Mental Health Questionnaire and PSQ Personality Questionnaire. The results of ability and effort attribution have a positive predictive effect on teachers ’mental health; task difficulty and attribution of luck have a negative predictive effect on teachers’ mental health. Work efficiency and effectiveness of the teachers have a positive predictive effect on mental health. The educational concepts of successful education, frustrated education and active exploration are all positive predictors for teachers’ mental health. Teachers with low neurotic score are less likely to have psychological problems. Teachers who tend to be outgoing, open, easygoing, and dutifully have higher mental health. Conclusion Attribution, self-efficacy, educational concepts, personality factors have different effects on the mental health of teachers.