探索基于网络的心理资本培训对教师PsyCap发展,情绪稳定和支持的影响:来自中国包容性教育的证据
Yin Ru Shi1, Kuen Fung Kenneth Sin2
1Department of Special Education, Lingnan Normal University, Zhanjiang, Guangdong, China.
PloS one
|September 30, 2024
概括
这项研究表明,2小时的网络培训显著改善了教师的心理资本 (PsyCap),以支持自闭症谱系障碍 (ASD) 的学生在包容性教室中.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 特殊教育 特殊教育
背景情况:
- 在中国,针对自闭症谱系障碍 (ASD) 的学生的包容性教育正在增长.
- 在包容性环境中的教师往往缺乏技能,在与自闭症学生互动时经历压力.
- 需要有效的干预措施来支持教师在包容性教室.
研究的目的:
- 设计和实施一个以心理资本 (PsyCap) 为重点的基于网络的培训计划.
- 评估这项培训对教师福祉和对自闭症学生的支持行为的影响.
- 评估培训对教师PsyCap和课堂行为影响的可持续性.
主要方法:
- 开发了一个为期2小时的基于网络的心理资本 (PsyCap) 培训.
- 120名教师被随机分配到对照组和治疗组.
- 使用前,后和后续调查来收集关于PsyCap,情绪稳定性和支持性行为的数据.
主要成果:
- 治疗组的教师在培训后的PsyCap分数显著增加.
- 培训对PsyCap的积极影响在完成后的一周后略有减少.
- 较高的PsyCap水平与教师的情感稳定性和支持性课堂行为有积极的相关性.
结论:
- 基于网络的PsyCap培训是提高教师积极性的有效方法.
- 这种培训可以改善在包容性教育环境中对ASD学生的教师支持.
- 这些发现强调了心理资本在支持有效的包容性教育实践中的重要性.
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