教师学习惰性的结构与测量初探

A Research on the Structure and Measurement of Teachers' Learning Procrastination

学习惰性是学习者中普遍存在的心理现象。本文作者基于文献研究、开放式调查和结构化访谈,提出了关于学习惰性内部结构的五要素假设,并且通过因素分析证实了这个假设。作者揭示了学习惰性主要表现为(1)对学习任务具有负性认知;(2)情绪上、生理上状态欠佳;(3)畏惧困难害怕挫折,意志薄弱;(4)学习动机缺乏,行为内驱力弱;(5)已经养成做事拖拉的拖延习惯。作者根据心理测量学原理编制了《教师学习惰性问卷》,信效度及区分度等指标优良,提示这是一个比较可靠、有效、理想的问卷,可供教育心理学、学习心理辅导、教师教育和成人培训等领域的理论研究和实践应用。

Learning procrastination is a common phenomenon among learners. Based on document retrieval, open questionnaire surveys and structured interviews, the authors put forward a ＂5-factors hypothesis＂ about the internal structure of learning procrastination. Then they verified the hypothesis by factor - analysis. They revealed the main behavioral expressions of learning procrastination： （ 1 ） negative cognition of the learning task; （2）poor emotional and physiological states （3） weak will; （4） weak motivation and （5） the habit of delaying. According to the principle of psychometrics, they worked out the Teachers ＇ Learning Procrastination Questionnaire. As a reliable and effective tool, it could be academically or practically used in the fields of educational psychology, learning guidance, teachers＇ education and adult training.