五年制公费幼儿师范生父母教养方式、人格特质与教师职业认同的关系——以湘南幼儿师范高等专科学校为例

Relationship among Parental Rearing Style,Personality and Teacher Professional Identity of 5-year Government-funded Pre-school Normal Students——A Case of Xiangnan Pre-school Education College

为探究五年制公费幼儿师范生父母教养方式、人格特质、教师职业认同的特点及其相互之间的关系,并检验人格特质的中介效应,以227名五年制公费幼儿师范生为被试,采用问卷调查分析。结果发现,教师职业认同总体处于中等偏上水平,在年级上呈“两头高中间低”的状况,女生职业效能显著高于男生;父母教养方式中,父母情感温暖与教师职业认同显著正相关,父母拒绝与教师职业认同显著负相关;人格特质总分及宜人性、外向性、开放性和尽责性与教师职业认同显著正相关,神经质与教师职业认同显著负相关;宜人性、外向性和尽责性在母亲情感温暖与教师职业认同之间的中介效应显著。

To investigate the characteristics of parental rearing style,personality and teacher professional identity and their relationships,and to test the mediating effect of personality.227 five-year government-funded normal students were selected as subjects,and questionnaire survey was conducted.The results show that teacher professional identity is generally above the average level,showing“high at both ends and low in the middle”in grade,and the professional efficacy of girls is significantly higher than that of boys.In parental rearing styles,parental emotional warmth is positively correlated with teacher professional identity,while parental rejection is negatively correlated with teacher professional identity.The personality and its agreeableness,extroversion,openness and conscientiousness were positively correlated with teacher professional identity,while neuroticism was negatively correlated with teacher professional identity.The agreeableness,extroversion and conscientiousness of personality had significant mediating effect between maternal emotional warmth and teacher professional identity.