教师的批判性思维,教育机构的受害者经历和心理健康之间的关系
Rugile Bitinaite1, Aiste Dirzyte1, Odeta Merfeldaite1
1Faculty of Human and Social Studies, Mykolas Romeris University, Vilnius, Lithuania.
Frontiers in psychology
|February 16, 2026
概括
教师的受害行为会对教育工作者的心理健康产生负面影响. 然而,批判性思维部分调解了这种关系,提供了一种适度的保护作用,防止痛苦.
科学领域:
- 教育心理学教育心理学
- 职业健康心理学 职业健康心理学
背景情况:
- 教师受害是影响教育工作者的心理健康的一个重大问题.
- 教师受害,心理健康和批判性思维之间的关系需要进一步调查.
研究的目的:
- 检查各种形式的教师受害 (身体,社会,口头,网络) 和心理福祉 (勃发展,积极/消极情绪) 之间的关联.
- 调查批判性思维在教师受害和心理健康之间的关系中的作用.
主要方法:
- 从1044名立陶宛教师那里收集的在线调查数据.
- 验证的尺度用于衡量受害者,批判性思维和心理健康.
- 结构方程建模 (SEM) 用于分析相互关系.
主要成果:
- 所有形式的教师受害都与较低的心理福祉有关,口头和社会受害显示出最强的负相关性.
- 受害感意外地与批判性思维的轻微增加有关.
- 更高的批判性思维预测了更低的心理痛苦,并部分调解了受害者和福祉之间的联系.
结论:
- 教师的受害行为显著损害了心理健康.
- 批判性思维作为一种认知机制,部分解释了受害者如何影响教师的心理功能.
- 旨在加强批判性思维的干预措施可能有助于减轻教师受害的负面心理影响.
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