不同情境下心理弹性教师的解释偏向特点

发布时间：2018-03-05 04:26

本文选题：心理弹性　切入点：解释偏向　出处：《宁夏大学》2014年硕士论文　论文类型：学位论文

【摘要】：教师心理弹性指教师在遭遇挫折和压力情境时,能够较好地适应环境,较快地从压力情境中恢复并获得良好发展的能力或特质。对教师心理弹性与认知加工偏向的研究有助于教师正确认识压力和困境,形成积极的态度和评价,为提高教师的心理弹性提供可靠的实验证据。本文采用教师心理弹性问卷,首先对甘肃某两个地区六所中学120名中学教师进行施测,然后选取心理弹性得分高端27%和低端27%各30名教师作为实验被试。为了考察心理弹性教师的解释偏向,采用了模糊情境范式,三个实验分别在不同模糊情境条件下考察了高、低心理弹性教师的解释偏向。实验一以非社交情境的中性模糊图片为刺激材料,考察高、低心理弹性教师对于模糊信息的解释偏向特点；实验二以社交和非社交模糊情境(文字表述形式)为刺激材料,考察高、低心理弹性教师对于模糊情境的解释偏向；实验三在实验二的基础之上,将社交模糊情境分为与教师职业相关模糊情境和与职业无关模糊情境(均以图片形式表示),考察高、低心理弹性教师对于模糊情境的解释偏向。通过以上三个实验,本文获得如下主要结论： (1)非社交模糊信息条件下,高、低心理弹性教师均没有表现出明显的解释偏向。 (2)社交与非社交模糊情境下,高心理弹性教师表现出明显的积极解释偏向。 (3)与自我相关的社交模糊情境下,高、低心理弹性教师均表现出明显的解释偏向,但二者的方向不同,高心理弹性教师表现出明显的积极解释偏向,而低心理弹性教师则表现出明显的消极解释偏向。结合以上研究结果,发现高、低心理弹性教师在不同模糊情境下的解释偏向是不同的,它受到模糊情境特征的影响。相对于非社交模糊情境,高心理弹性教师在社交模糊情境下表现出积极的解释偏向；相对于与自我无关模糊情境,高心理弹性教师在与自我相关模糊情境下表现出更大的积极解释偏向。这表明高、低心理弹性教师的解释偏向还受到情境线索的影响。
[Abstract]:Teachers' psychological flexibility means that teachers can adapt to the environment better when they encounter setbacks and stress situations. The research on teachers' psychological elasticity and cognitive processing bias can help teachers to correctly understand stress and difficulties and form positive attitude and evaluation. In order to provide reliable experimental evidence to improve the teachers' psychological resilience, 120 middle school teachers from six middle schools in two districts of Gansu Province were investigated by using the questionnaire of teachers' psychological resilience. In order to investigate the interpretation bias of the teachers, the fuzzy situational paradigm was adopted, and the three experiments were conducted under different fuzzy situations, respectively, in order to investigate the interpretation bias of the teachers, three experiments were carried out under different fuzzy situations, and then selected 30 teachers at the high end and 27% teachers at the low end as the subjects. Experiment 1: using neutral fuzzy picture of non-social situation as stimulus material, the characteristics of high and low elasticity teachers' interpretation bias to fuzzy information were investigated. In experiment two, social and non-social fuzzy situations (text representation) were used as stimulative materials to investigate the interpretation bias of teachers with high and low psychological flexibility to fuzzy situations. Experiment 3 was based on experiment two. The social fuzzy situation was divided into the teacher's occupation related fuzzy situation and the occupation independent fuzzy situation (all expressed in the form of pictures, to investigate the teachers' interpretation bias to the fuzzy situation with high and low psychological flexibility). Through the above three experiments, the main conclusions are as follows:. 1) under the condition of non-social fuzzy information, teachers with high and low psychological flexibility did not show obvious explanatory bias. 2) in the social and non-social fuzzy situations, teachers with high resilience showed obvious positive explanatory bias. (3) in the self-related social fuzzy situation, teachers of high and low psychological elasticity showed obvious explanatory bias, but the directions of the two were different, and the teachers of high psychological elasticity showed obvious positive explanatory bias. The teachers of low resilience showed obvious negative explanatory bias. Combined with the above results, it is found that teachers with high and low psychological flexibility have different interpretations in different fuzzy situations, which are influenced by the characteristics of fuzzy situations. Teachers with high resilience showed positive interpretation bias in the social fuzzy situation, and higher interpretation bias in the self-related fuzzy situation than in the self-independent fuzzy situation, which indicated that the higher the self-related fuzzy situation, the higher, the higher the self-related fuzzy situation, the higher the self-related fuzzy situation, the higher the self-related fuzzy situation, the higher the self-related fuzzy situation. The interpretation bias of low-flexibility teachers is also influenced by situational clues.
【学位授予单位】：宁夏大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B848

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