是什么让教学变得快乐呢? 在高等教育教师中解开福祉-弹性-享受链
Zixiang Zhao1, Dan Yang1, Po-Wen Tsai1
1International Business School, Jilin International Studies University, Changchun, China.
Frontiers in psychology
|January 22, 2026
概括
大学教师在教学中的乐趣是由福利和自我效能增强的,与情绪弹性作为一个关键的调解者. 专业承诺进一步加强了这种关系,强调了心理因素对教师工作满意度的重要性.
科学领域:
- 教育心理学教育心理学
- 组织行为 组织行为
- 高等教育研究 高等教育研究
背景情况:
- 教学乐趣对于教师的留守和教育质量至关重要.
- 了解影响教学乐趣的心理和组织因素对于教师福祉至关重要.
- 之前的研究已经探讨了自我效能和幸福感等因素,但情绪性的调解作用和机构支持和专业承诺的调节作用需要进一步调查.
研究的目的:
- 调查大学教师教学享受的心理和组织决定因素.
- 检查情绪性在教师自我效能,福祉和教学乐趣之间的关系中扮演的调解角色.
- 探索机构支持和专业承诺对情绪弹性和教学乐趣之间的关系的温和效应.
主要方法:
- 跨截面调查设计,涉及来自中国大学的273名教师.
- 经过验证的利克特尺度仪器被用来收集关于自我效能,幸福感,情绪弹性,机构支持,专业承诺和教学乐趣的数据.
- 数据分析采用SPSS和AMOS的相关性,回归和结构方程建模 (SEM) 来测试中介和调节假设.
主要成果:
- 教师的自我效能和幸福感是教学乐趣的重要积极预测因素.
- 情绪弹性调解了自我效能/福祉和教学乐趣之间的关系.
- 专业承诺缓解了情绪弹性-教学享受的联系,而机构支持没有显著的缓解效应.
结论:
- 提高大学教师的教学乐趣与他们的心理资源密切相关,特别是自我效能,福祉和情绪性.
- 情绪弹性在将个人优势转化为持续的教学满意度方面发挥着至关重要的作用.
- 建议采用以实力为基础的方法,专注于培养内部心理资源,以提高教师的参与度和创造支持性的学术环境.
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