初中教师对学生成绩归因特点及其对职业心理健康的影响——基于CEPS数据的实证分析

Junior High School Teachers′Attribution Characteristics of Students′Academic Performance and the Impact on Their Occupational Mental Health:An Empirical Analysis Based on CEPS Data

以750名初中教师为研究对象,基于其CEPS样本数据,探讨教师对学生成绩归因的特点及其对职业心理健康(职业满意度、职业倦怠)的影响。结果表明:初中教师对学生成绩归因中,存在学生自身条件和所处环境的客观因素以及教师与学生态度的主观因素。初中教师对主观和客观因素归因上存在个体差异,可分为高主观-高客观归因、高主观-低客观归因、低主观-高客观归因、低主观-低客观归因四类。高主观-低客观归因组的初中教师在总体职业满意度、对学校满意度和薪酬满意度方面显著高于其他归因组,在职业倦怠方面显著低于其他归因组。建议提高初中教师归因意识,促进其形成积极的归因能力;加强归因指导,矫正不良的归因方式;创设良好的学校氛围,提供丰富的教师教育资源,助力归因能力的发展。

Based on the CEPS sample data of 750 junior high school teachers who are selected as the research objects,this study explores teachers′attribution characteristics of students′academic performance and the impact on their occupational mental health(occupational satisfaction,occupational burnout).The result shows that there are objective factors of students′own condition and environment and subjective factors of teachers′attitude and students′attitude in junior high school teachers′attribution of students′academic performance.There are individual differences in the attribution of subjective and objective factors among junior high school teachers,which can be divided into four categories:high subjective and high objective attribution,high subjective and low objective attribution,low subjective and high objective attribution,and low subjective and low objective attribution.Overall,the junior high school teachers with high subjective and low objective attribution have significantly higher occupational satisfaction,school satisfaction and salary satisfaction than those with other attribution factors,and have significantly lower occupational burnout than those with other attribution factors.It is suggested that junior high school teachers should enhance their attribution consciousness to improve their positive attribution ability;that the attribution guidance should be strengthened to correct the inappropriate attribution methods;and that a good school atmosphere should be created and abundant teacher education resources should be provided to promote the development of teachers′attribution ability.