在COVID-19封锁期间对教师的动机概况进行横断研究:与教学满意度,孤独感和情感的关系
González-García Higinio1, Fuentes Silvia2, Renobell Víctor3
1Faculty of Education Sciences and Humanities, Universidad Internacional de La Rioja (UNIR), Logroño (La Rioja), Spain. higinio.gonzalez@unir.net.
BMC psychology
|August 21, 2025
概括
两种教师激励情况出现:平均内在激励和高激励. 这一群人表现出更高的满意度,但也表现出更高的孤独感,强调他们需要有针对性的支持.
科学领域:
- 教育心理学
- 职业健康心理学
背景情况:
- 教师的动力对于工作满意和幸福至关重要.
- COVID-19 疫情给教育工作者带来了独特的挑战.
- 了解激励特征可以为有针对性的支持策略提供信息.
研究的目的:
- 在教师中找出不同的动机.
- 检查这些个人资料中的孤独,教学满意度和情感平衡差异.
- 调查教师在疫情期间对教师幸福感的影响.
主要方法:
- 315名西班牙教师填写了在线问卷, 评估他们的动力,满意度,孤独感和情感.
- 使用潜质分析来识别动机特征.
- 使用多变量差异分析 (MANOVA) 来比较关键结果的概况.
主要成果:
- 确定了两个激励特征:"平均内在激励"和"高激励".
- 在孤独,教学满意度,积极影响和消极影响方面发现了显著的差异.
- 平均内在动机水平较高的教师表示他们对教师的满意度和积极影响更高,
结论:
- 不同的激励特征对教师的心理健康和工作满意度有很大影响.
- 这项研究强调了教学职业的动机,满足感和孤独感之间的复杂关系.
- 干预措施应考虑支持动机较低的教师,特别是年长的男性教育工作者.
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