探索连接:人格特征和绩效预期在科学教师在线培训中
Shan Cao1, Naveed Saif2, Abdullah Muzil Alharbi3
1School of Education and Psychology, Minnan Normal University, Zhangzhou 363000, People's Republic of China.
Acta psychologica
|July 3, 2025
概括
人格特质,如和和良心,积极影响在线学习中的绩效预期. 对经验的开放性显示出反向关系,而神经主义对期望没有显著影响.
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:
- 了解影响绩效预期的因素对于有效的在线学习至关重要.
- 五大性格特征为探索教育环境中的个人差异提供了一个框架.
研究的目的:
- 检查在线学习环境中五大个性特征与绩效预期 (PE) 之间的关系.
- 为了确定哪些人格维度在巴基斯坦的科学教师中显著预测PE.
主要方法:
- 结构方程建模 (SEM) 用于数据分析.
- 用测量和结构模型来评估假设的关系.
- 从巴基斯坦政府学校的未来科学教师那里收集数据.
主要成果:
- 符合性和认真性对PE产生了积极和显著的影响.
- 外向性与PE的正相关性不那么显著.
- 对经验的开放性与PE具有显著的反向关系.
- 神经症对PE没有显著影响.
结论:
- 人格特征,特别是和和认真,在塑造在线学习中的绩效期望方面发挥着作用.
- 教师和利益相关者可以利用人格洞察力来增强在线学习体验.
- 未来的研究应该探索背景因素,纵向设计和替代人格模型.
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