超越刻板印象:在中国体育教育课程中,学术自我认知和教师身份形成的性别途径
Ye Yang1,2, Hongli Yu3, Songhui You4
1College of Physical Education and Health Science, Yibin University, Yibin, Sichuan, China.
Frontiers in psychology
|February 2, 2026
概括
性别在中国体育教育 (PE) 中显著影响教师身份. 学术信心和努力路径不同,但教育者的有效性对于培养教育者人格在教育计划中至关重要.
科学领域:
- 运动科学 运动科学 运动科学
- 教育心理学教育心理学
- 体育社会学运动的社会学.
背景情况:
- 在体育教育 (PE) 中,关于自我认知,有效性和教育者角色的性别差异仍然存在.
- 中国的教育改革优先考虑教师质量,需要研究性别对教学身份的影响.
研究的目的:
- 研究PE学生的学术自我认知和教育工作者人格之间的关系.
- 检查教育者有效性在这些关系中的调解作用.
- 在中国教师教育课程中,确定教师身份发展的性别特定途径.
主要方法:
- 这是一项涉及中国四川632名大学生和研究生PE学生的横截面研究.
- 利用经过验证的学术信心,绩效努力,教育工作者有效性和教育工作者个性的评估.
- 采用结构方程建模来分析特定性别的直接和间接影响.
主要成果:
- 在教师身份发展方面观察到显著的性别差异.
- 在男性中,学术信心对教育工作者的有效性产生了更强的影响,而在女性中,教育工作者的有效性对努力的影响更大.
- 教育者的有效性与两性教育者的个性密切相关.
- 与女性 (R2 = 0.25) 相比,男性在教育者有效性方面表现出更大的差异 (R2 = 0.39).
结论:
- 性别通过不同的途径影响PE教师身份的发展.
- 教育者有效性是教育者人格形成的关键决定因素,不论性别.
- 建议以性别为导向的PE课程和专业发展,以提高中国教育工作者的有效性和身份.
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