摘要
为了考察高校教师谦卑行为对大学生课堂积极表达的影响,并探索课堂心理安全感和学业自我效能感的中介作用,采用表达谦卑量表、心理安全感量表、学业自我效能感量表、课堂积极表达量表对801名大学生进行调查。结果发现:教师谦卑行为显著正向预测大学生课堂积极表达;课堂心理安全感和学业自我效能感在教师谦卑行为与大学生课堂积极表达之间起中介作用。结论:教师谦卑行为能通过提升大学生心理安全感和学业自我效能感间接提升其课堂积极表达行为。
The current study aimed to examine the influence mechanism of teacher-expressed humility on students’active expression in class,focusing on the mediating effect of students’psychological safety and academic self-efficacy.Expressed humility scale,psychological safety scale,academic self-efficacy scale,and active expression in class scale were used to investigate 801 college students.The results showed that:teacher-expressed humility significantly positively predicted students’active expression in class;psychological safety and academic self-efficacy played a mediating role between teacher-expressed humility and students’active expression in class.The conclusion is that:teacher-expressed humility can indirectly improve students’active expression in class through enhancing psychological safety and academic self-efficacy.
作者
邹文谦
陈淑贞
丁毅
ZOU Wen-Qian;CHEN Shu-zhen;DING Yi(Ningbo Childhood Education College,Ningbo 315016,China;Department of Business Administration,Ming Chuan University,Taipei 111605,China;School of Psychology,Nanjing Normal University,Nanjing 210097,China)
出处
《陕西学前师范学院学报》
2022年第8期118-124,共7页
Journal of Shaanxi Xueqian Normal University
基金
浙江省教育科学规划2022年度规划项目(2022SCG130)。
关键词
教师谦卑行为
课堂心理安全感
学业自我效能感
课堂积极表达行为
teacher-expressed humility
psychological safety in class
academic self-efficacy
active expression in class
