大五人格、自我效能感对师范生教师职业能力成熟度的影响
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- 英文论文题名：The effects of Big Five personality traits and general self-efficacy on the normal school students′ teacher professional capability maturity
- 论文作者：李飞飞 ; 缴润凯
- 英文论文作者：Li Fei-fei ; Jiao Run-kai ; College of Education ; Northeast Normal University
- 年：2015
- 作者机构：东北师范大学心理学院;
- 论文关键词：师范生 ; 教师职业能力成熟度 ; 大五人格 ; 一般自我效能感
- 英文论文关键词：Normal school students ; Teacher professional capability maturity ; Big Five personality traits ; General self-efficacy
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：G443
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：762k
- 原文格式：D
- 会议级别：全国
摘要
师范生作为教师队伍储备军,其在教师职业能力上的成熟程度是一个重要指标。在重视人——职匹配的背景下,特质在职业成熟度研究中是一个主要关注点。且特质和情境变量的结合考察可以提高特质对具体行为的预测能力。因此本研究的目的在于探查师范生教师职业能力成熟度的现状以及大五人格特质与一般自我效能感(情境变量)对师范生教师职业能力成熟度的影响。采用《师范生教师职业能力成熟度问卷》、《大五人格简式量表》和《一般自我效能感量表》对374名师范生进行调查。结果表明:(1)师范生教师职业能力成熟度整体处于中等水平,其在性别、专业、年级上存在显著差异;(2)师范生的大五人格特质、一般自我效能感与教师职业能力成熟度两两之间相关显著;(3)大五人格中的尽责性、外倾性、宜人性正向预测一般自我效能感、教师职业能力成熟度,神经质负向预测一般自我效能感和教师职业能力成熟度;(4)一般自我效能感正向预测师范生教师职业能力成熟度;(5)一般自我效能感在外倾性、神经质与教师职业能力成熟度之间起完全中介作用;一般自我效能感在宜人性与教师职业能力成熟度之间起部分中介作用。结论:师范生的人格特质和一般自我效能感均是影响其在教师职业能力成熟度的重要因素,一般自我效能感在师范生的人格特质对其教师职业能力成熟度的影响中起到中介作用。
Normal students as teachers reserve army, their degree of maturity on the teachers' professional capability is an important index that we should see. Under the background of Person-Job fit, traits is a major focus in the study of career maturity. And the combination of traits and situational variables can improve the predictive effects of traits on specific behavior. So the study investigated 374 normal students to unravel the relationships among personality traits, general self-efficacy and teacher professional capability maturity. Three variables are operationalized using NEO Five-Factor Inventory(NEO-FFI), General Self-efficacy Scale(GSES) and the Questionnaire of Teacher professional capability Maturity of Normal School Students, respectively. The results revealed:(1) The entire teacher professional capability maturity of normal school students is in the middle level, and there are significant differences on teacher professional capability maturity in terms of sex, grade and major;(2) There are significant relationships among Big Five personality traits, general self-efficacy and teacher professional capability maturity in the normal sample;(3) Conscientiousness, Extroversion and Agreeableness can positively predict teacher professional capability maturity as well as general self-efficacy, and Neuroticism negative predicts teacher professional capability maturity as well as general self-efficacy;(4) General self-efficacy positively predicts teachers professional capability maturity;(5) General self-efficacy plays a completely mediating role in the relation between Extroversion, Neuroticism and teacher professional capability maturity of normal college students, which also is a partial mediation between Agreeableness and teacher professional capability maturity of normal college students. Conclusions: the normal students' personality traits and general self-efficacy have an important effect on teacher professional capability maturity, and general self-efficacy plays an intermediary role in the relationship between normal students' personality traits and teachers professional capability maturity.
Normal students as teachers reserve army, their degree of maturity on the teachers' professional capability is an important index that we should see. Under the background of Person-Job fit, traits is a major focus in the study of career maturity. And the combination of traits and situational variables can improve the predictive effects of traits on specific behavior. So the study investigated 374 normal students to unravel the relationships among personality traits, general self-efficacy and teacher professional capability maturity. Three variables are operationalized using NEO Five-Factor Inventory(NEO-FFI), General Self-efficacy Scale(GSES) and the Questionnaire of Teacher professional capability Maturity of Normal School Students, respectively. The results revealed:(1) The entire teacher professional capability maturity of normal school students is in the middle level, and there are significant differences on teacher professional capability maturity in terms of sex, grade and major;(2) There are significant relationships among Big Five personality traits, general self-efficacy and teacher professional capability maturity in the normal sample;(3) Conscientiousness, Extroversion and Agreeableness can positively predict teacher professional capability maturity as well as general self-efficacy, and Neuroticism negative predicts teacher professional capability maturity as well as general self-efficacy;(4) General self-efficacy positively predicts teachers professional capability maturity;(5) General self-efficacy plays a completely mediating role in the relation between Extroversion, Neuroticism and teacher professional capability maturity of normal college students, which also is a partial mediation between Agreeableness and teacher professional capability maturity of normal college students. Conclusions: the normal students' personality traits and general self-efficacy have an important effect on teacher professional capability maturity, and general self-efficacy plays an intermediary role in the relationship between normal students' personality traits and teachers professional capability maturity.
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