创建一个有弹性的教学:性格强化干预对于有抱负的教育工作者
Gayathri Janapati1, V Vijayalakshmi1
1Department of Management Studies, Indian Institute of Technology Madras, Chennai, Tamil Nadu 600036, India.
Acta psychologica
|August 22, 2024
概括
这项研究发现,认知灵活性预测了服务前教师的弹性. 一个角色加强干预,特别是具有成长思维方式,在教师培训中显著提高了性和认知灵活性.
科学领域:
- 教育心理学教育心理学
- 积极心理学的积极心理学.
- 教师培训 培训教师培训
背景情况:
- 教师需要有弹性才能应对教育和社会经济方面的挑战.
- 预服务教师在培训期间需要有效的弹性建设策略.
- 认知灵活性是影响性的关键因素.
研究的目的:
- 研究认知灵活性和弹性之间的预测关系.
- 开发和评估一个性格强度的干预,以提高预服务教师的弹性和认知灵活性.
- 检查心态对干预有效性的调节作用.
主要方法:
- 横截面研究 (n=273) 评估认知灵活性和弹性.
- 多站点实地实验 (N=193) 测试一个角色强度干预.
- 分析思维方式对干预对认知灵活性和弹性影响的影响.
主要成果:
- 认知灵活性显著预测了弹性 (研究1).
- 性格强化干预显著提高了弹性和认知灵活性 (研究2).
- 增长思维模式通过认知灵活性缓解了干预对性的间接影响.
结论:
- 认知灵活性是教师弹性的一个关键组成部分.
- 性格优势的干预可以有效地在预服务教师中建立弹性.
- 建议将弹性培训整合到教师教育计划中.
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