教师享受,情感劳动和感知到的学生参与之间的关系:日常日记方法
1Department of Psychology, University of Zadar, Croatia.
Journal of school psychology
|March 3, 2024
概括
具有更高特征享受的教师真正表达积极的情绪,提高学生的参与度. 这种积极的循环增强了未来教师的乐趣,并减少了假装或隐藏感情等情感劳动.
科学领域:
- 教育心理学教育心理学
- 组织行为 组织行为
背景情况:
- 教师的情感劳动,包括真诚表达,假装和隐藏情感,影响课堂动态.
- 了解教师享受,情感劳动和学生参与之间的相互作用对于有效的教学至关重要.
研究的目的:
- 调查教师的特质享受与他们使用情感劳动策略之间的关系.
- 检查教师的情感劳动策略与学生感知到的情感和行为参与是如何相关的.
- 探索学生参与感知与教师特征享受之间的相互关系.
主要方法:
- 一项每日日记研究,涉及587名加拿大小学和中学教师.
- 测量教师在学习前后享受特征.
- 多层次结构方程建模,分析人与人之间的影响和人内影响.
主要成果:
- 高特征享受积极预测了积极情绪的真实表达,负面预测了假装和隐藏情绪.
- 真正表达积极情绪与学生的参与度有积极的关联.
- 假装情绪与学生的参与度有负面关联,而隐藏情绪没有显著的关联.
- 感知到的学生参与积极预测了未来的教师特质享受.
结论:
- 教师的特质享受在他们的情感劳动策略和随后的学生参与中发挥着重要作用.
- 教师的真诚情感表达促进了学生的积极参与,创造了一个强化愉悦的循环.
- 通过真诚的表达来减少情绪劳动,可以提高教师的幸福感和学生的成绩.
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