典型教育情境中教师的情绪预测准确性

On Emotional Forecasting Accuracy of Teacher in Typical Education Situations

采取师生配对研究设计,选择典型教育情境,系统考察教师对学生情绪预测的准确性。跨样本、跨情境的三个现场研究结果表明:教师未能准确预测学生情绪,出现了明显的预测偏差。较之基本情绪,教师对学生复杂情绪的预测更不准确;较之低唤醒情绪,教师对高唤醒情绪的预测更不准确;尽管教师预测不准,但并未出现明显的高低估趋势。研究贴近教育实际,具有良好的生态学效度,并在情绪测量方法、准确性统计指标方面进行了新探索。

This article conducted a systematic investigation on emotional predictive accuracy of teachers on the basis of the typical edu- cation situations through three studies. The three studies were conducted in a school, including two stages of teachers＇ predicted emotion measurement and students＇ emotional experience measurement, which was a design of teacher - student paired study. We invited 21 teachers to predict the tense feeling of the paired 8 or 10 students in the first study; and 16 teachers predicted two paired students＇ pleasant and shame mood when faced with different parenting style in the second study. The third group has 18 teachers and the corre- sponding number of students, and the teachers predicted the students＇ positive high - arousal and positive low - arousal emotions when they were subject to positive expectations. The three studies had multi - samples, were cross - situational, and used different emotion measurement methods, which showed that： in typical situations of education, teachers fail to accurately predict student emotions, and there appears to be apparent biases in their predictions. Furthermore, compared with the basic emotions, teachers predicted more inac- curately students＇ complex emotions. Compared with positive low - arousal emotions, teacher predicted more inaccurately students＇ posi- tive high - arousal emotions. Despite the inaccuracies of the teachers＇ emotional predictions of the students＇ emotion, there were not ob- vious trends of overestimation or underestimation. The research is close to the current educational practices, has a good ecological valid- ity, and tries to explore the emotion measurement method, and the accuracy of statistical indicators. But there are also some limitations, i. e. , small numbers of samples.