教师积极的教学情绪与工作表现之间的关联:作为调解者的工作参与
Ümit Dilekçi1, İbrahim Limon2, Abdullah Manap3
1Department of Child Development, Faculty of Health Sciences, Batman University, Batman, Türkiye.
Acta psychologica
|March 12, 2025
概括
教师的积极情绪通过增加工作参与度来提高工作绩效. 这项研究强调了培养积极情绪和积极参与对于土耳其教师有效性的重要性.
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:
- 教师的工作表现受到各种因素的影响,包括情绪状态和参与度.
- 了解将教师情绪与绩效联系起来的心理机制至关重要,特别是在不同的教育环境中.
研究的目的:
- 调查工作参与在教师积极的教学情绪和工作表现之间的关系中的调解作用.
- 检查积极的教学情绪对工作绩效和工作参与度的直接影响.
- 探索土耳其教育体系中的这些关系.
主要方法:
- 横截面调查设计. 横截面调查设计.
- 土耳其413名幼儿园至高中教师的样本.
- 在线问卷测量教学情绪,工作参与度和工作表现.
主要成果:
- 积极的教学情绪显著预测了工作表现 (β = 0.29) 和工作参与 (β = 0.66).
- 工作参与度显著预测了工作绩效 (β = 0.46).
- 工作参与度调解了积极的教学情绪和工作表现之间的关系 (效应=0.30).
结论:
- 教师的积极情感体验对于他们的专业有效性至关重要.
- 工作参与是关键的心理机制,它将积极的情绪与提高教师绩效联系起来.
- 旨在提高教师效率的干预措施应优先培养积极的情绪和工作参与,可能改善学生的成绩.
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