追踪沉默的斗争:通过自我中心的网络分析,检查教师受害的特征和相关性
1Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park.
School psychology (Washington, D.C.)
|June 26, 2025
概括
教师与有攻击性学生的网络增加了心理困扰和倦怠,导致更高的营业额意图. 网络的中心性,而不是密度或种族相似性,显著影响教师的福祉和留守.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 网络科学 网络科学
背景情况:
- 教师受害问题越来越令人担忧,但其基于网络的影响仍未得到充分研究.
- 现有的研究缺乏网络理论对涉及侵略和暴力的师生互动的应用.
研究的目的:
- 分析教师与攻击性/暴力学生网络的结构和特征.
- 调查这些网络对教师心理困扰,倦怠和营业额意向的影响.
主要方法:
- 采用了以自我为中心的网络分析和路径分析.
- 这些数据来自507名K-12教师,来自美国42个州.
- 检查了网络的中心性,密度,种族同性恋,攻击频率和严重程度.
主要成果:
- 教师网络的中心地位与积极的学生与增加的心理痛苦和倦怠相关.
- 攻击的频率与更高的痛苦和倦怠有关;严重程度仅与倦怠有关.
- 无论是网络密度还是种族相似性都没有显著影响教师的成绩.
结论:
- 教师网络与具有挑战性的学生的中心性是心理困扰,倦怠和营业额意向的重要预测因素.
- 个人攻击,而不是群体动态,似乎推动了教师的负面结果.
- 调查结果为干预和政策提供了信息,以减轻教师受害和改善教师留学.
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