在EFL背景下对教师情绪进行生态检查
Yawen Han1, Rining Wei2, Jing Wang3
1School of Foreign Languages, Southeast University, Nanjing, Jiangsu, China.
Frontiers in psychology
|September 25, 2023
概括
这项研究探讨了中国的外语英语 (EFL) 教师的情绪. 研究结果显示,快乐是最常见的,受到互动,工作与生活平衡,评估和改革的影响.
科学领域:
- 教育心理学教育心理学
- 教育中的社会文化研究.
背景情况:
- 教师的情绪显著影响教育成果.
- 布朗芬布伦纳的生态系统理论为理解上下文影响提供了一个框架.
研究的目的:
- 在英语作为外语 (EFL) 背景下探索教师的情绪.
- 识别影响EFL教师在生态系统中的情绪因素.
主要方法:
- 混合方法方法结合在线问卷和半结构面试.
- 调查了109名大学EFL教师,其中7人参加了采访.
主要成果:
- 参与者经历了不同程度的快乐,爱,愤怒,恐惧和悲伤,其中快乐是最普遍的.
- 主要影响因素包括学生/同事/领导/家庭的互动 (微系统),工作与家庭的平衡 (半系统),绩效评估 (外系统) 和课程改革 (宏系统).
结论:
- 教师的情绪是复杂的,受到多个生态层面的影响.
- 情绪调节策略对于高等教育机构的EFL教师至关重要,特别是在中国.
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