Why Teaching and Research Activities Lack Vitality?:A Probe into the Basic Psychological Needs of Teachers

Teaching and research activities are of great significance to the professional development of teachers.The basic psychological needs of teachers include autonomy,competence,and attribution.The engagement of teachers in teaching and research activities can be analyzed from these three perspectives.Under the management system of teaching and research,teachers generally lack autonomy in the organization of teaching and research activities;they are also lack scientific research knowledge and ability;in addition,under the influence of harmonious interpersonal relationships and the culture of individualism,there is a dearth in real communication among teachers.In light of this,we propose targeted countermeasures to promote the vitality of teaching and research activities.

Investigation,Analysis,and Countermeasures of College Teachers'Psychological Pressure

Objective:This paper aims to explore the investigation,analysis,and countermeasures of the psychological pressure of college teachers.Method:From March 2023 to May 2023,3266 college teachers in our city were selected as the research objects,and the sources of their psychological stress were analyzed through a questionnaire survey.Results:In this paper,there were 500 cases of education and teaching pressure accounting for 15.31%,600 cases of research pressure accounting for 18.37%,1000 cases of professional title evaluation pressure accounting for 30.62%,and 1266 cases of life pressure accounting for 35.70%.Conclusion:The psychological pressure on teachers in colleges and universities in our city is relatively high,and this paper puts forward targeted countermeasures for this problem.

The Emergence of Loving Pedagogy in the L2 Affective Domain:How Affective Pedagogy Accounts for Chinese EFL Teachers’Professional Success and Job Satisfaction?

The success of teachers in professional environments has a desirable influence on their mental condition.Simply said,teachers’professional success plays a crucial role in improving their mental health.Due to the invaluable role of professional success in teachers’mental health,personal and professional variables helping teachers succeed in their profession need to be uncovered.While the role of teachers’personal qualities has been well researched,the function of professional variables has remained unknown.To address the existing gap,the current investigation measured the role of two professional variables,namely job satisfaction and loving pedagogy,in Chinese EFL teachers’professional success.To do this,three validated scales were provided to 1591 Chinese EFL teachers.Participants’answers to the questionnaires were analyzed using the Spearman correlation test and structural equation modeling.The data analysis demonstrated a strong,positive link between the variables.Moreover,loving pedagogy was found to be the positive,strong predictor of Chinese EFL teachers’job satisfaction and professional success.The findings of the current inquiry may help educational administrators enhance their instructors’professional success,which in turn promotes their mental and psychological conditions at work.

A pilot study evaluating the factors associated with psychological distress of school teachers in Kagawa Prefecture, Japan

Objective: We investigated the psychological distress of school teachers using a 6-item instrument (the K6) in Kagawa prefecture, Japan. Methods: A total of 670 school teachers (328 men and 342 women) were analyzed in this cross-sectional investigation study. The association between psychological distress and clinical factors was evaluated by using the K6 instrument, with psychological distress defined as 13 or more points out of a total of 24 points. Results: A total of 55 teachers (8.2%) were classified as having psychological distress. No significant relationships between the K6 score and sex, age, duration of experience as a teacher, school grade and title were noted. The K6 score in teachers with consciousness of suicide among students was higher than that without, but not at a significant level. Conclusion: Some teachers were defined as having psychological distress in Kagawa prefecture, Japan. However, no relevant effects of basic characteristics such as age and sex on psychological distress were recognized.

Marital satisfaction, job satisfaction and psychological health of secondary school teachers

Introduction: Marital satisfaction has remained a topic of great interest worldwide. Association has been postulated between marital satisfaction, job satisfaction and mental health. There is, however, a paucity of research on marital satisfaction in Nigeria, particularly in relation to job satisfaction and psychological health. Objective: The objective of this study is thus to assess the level of marital satisfaction and to explore the relationship if any between marital satisfaction, job satisfaction and mental health of secondary school teachers in Benin City, Edo State, Nigeria. Methods: A cross sectional study was conducted on teachers in secondary schools in Benin City, Nigeria. A total population of 300 teachers who had been married and teaching for at least one year were included in the study. The information required for the study were collected using a self-administered questionnaire and two standard instruments, the Index of Marital Satisfaction (IMS) and the General Health Questionnaire 28 (GHQ 28). The GHQ was used to assess the workers psychological health, while the IMS was used to assess the degree of marital satisfaction. Results: Two hundred and fifteen (82.7%) teachers had marital satisfaction, 54 (20.8%) had psychological disorder while 56 (21.5%) were dissatisfied with their job. A strong association was found between marital dissatisfaction and psychological disorder (X2 = 56.826;df = 1, P = 0.0004). No association was found between marital dissatisfaction and job dissatisfaction. No association was also found between job dissatisfaction and psychological disorder. Conclusion: A high level of marital satisfaction was found in the study population. However, the strong association also found between marital dissatisfaction and psychological disorder provides empirical evidence on the need to educate married couples as well as the general public on the mental health implication of marital dissatisfaction.

Research on the Management Mechanism of Teachers in Public Security Colleges and Universities Based on Psychological Contract

In today＇s management of the teaching staff of public security colleges and universities, the research on the Psychological Contract problem is not only beneficial to the management and estimation of the teachers, but also has an important role in the coordination and stability of the whole system of public security colleges and universities. Based on the theory of Psychological Contract, this paper expounds the basic understanding and research value of Psychological Contract, and puts forward the measures to cultivate teachers＇ good character and understanding, and as well as coordinate teachers＇ needs, effectively change teachers＇ attitude and actively promote the establishment of good interpersonal relationship to explain the research on the Management Mechanism of Teachers in Public Security Colleges and Universities from the Perspective of Psychological Contract.

我国民族地区幼儿园组织支持对教师工作旺盛感影响的实证研究——教师基本心理需求的中介作用

幼儿园教师工作旺盛感是幼儿园教师工作中的活力感和学习感的综合体现。本研究以宁夏回族自治区20所幼儿园的614名教师为调查对象,综合运用描述性统计、相关分析、回归分析以及结构方程模型等方法,分析幼儿园组织支持对幼儿园教师工作旺盛感的影响效应以及幼儿园教师的基本心理需求在影响效应中的中介作用。研究结果表明:幼儿园教师工作旺盛感整体较强;教师的基本心理需求能够显著预测教师的工作旺盛感,并在幼儿园组织支持对教师工作旺盛感的影响机制中产生中介效应。为了促进幼儿园教师工作旺盛感的提升,幼儿园亟须给予幼儿园教师充裕的物质保障,制定合理的幼儿园教师管理制度,营造良好的学习气氛与和谐的人际环境。

员工内部创业对变革抵制的影响和作用机制研究

基于自我拓展理论,依据338名员工的3个时段的调研数据,构建了有关理论模型,探究了员工内部创业中变革抵制的作用机制及其边界条件。研究结果表明:员工内部创业对变革抵制具有显著正向影响;工作心理所有权在员工内部创业与变革抵制之间起中介作用;组织公平感在工作心理所有权与变革抵制之间起到调节作用;组织公平感程度越高,工作心理所有权与变革抵制之间的关系越弱;同时进一步调节了员工内部创业通过工作心理所有权对其变革抵制的中介作用。

农村幼儿园教师专业心理求助意向的影响因素

为了探讨农村幼儿园教师专业心理求助意向的影响因素,采用方便取样方式,在甘肃省某市选取农村幼儿园教师223名,使用基本情况调查表、简易应对方式问卷(SCSQ)、社会支持量表(SSRS)、情绪调节自我效能感量表(RESE)、寻求心理咨询帮助的行为意向量表(ISCI)进行评估。结果显示:学历为硕士及以上水平的农村幼儿园教师在ISCI的心理和人际困扰维度得分显著高于本科和大专水平的农村幼儿园教师,学历为硕士及以上水平的农村幼儿园教师在ISCI的物质滥用困扰维度得分显著低于本科和大专水平的农村幼儿园教师,月收入在5000元以上的农村幼儿园教师在ISCI的心理和人际困扰维度得分显著高于月收入在3000~5000元和月收入小于3000元的农村幼儿园教师;消极应对、客观支持负向预测求助意向,情绪调节自我效能感正向预测求助意向。研究表明:消极应对、客观支持和情绪调节自我效能感是农村幼儿园教师专业心理求助意向的重要影响因素。

浙江省高校青年教师心理健康现状调查及对策研究

采用抑郁自评表SDS(Self-rating Depression Scale)对浙江省高校青年教师进行心理健康调查,为此类人群的心理健康水平提升提供参考意见。以浙江省7所高校为调查对象,对高校专任教师进行抑郁自评表SDS调查问卷,共回收有效问卷536份。其结果表明高校青年教师躯体化、心境障碍、精神运动障碍和精神病性情感症状等因子合计得分显著高于国内常模水平,不同职称、教龄、性别的高校青年教师心理健康状况存在显著差异。教龄4~5年、中级职称和女性高校青年教师的心理健康状况最为严重,亟须引起个人、学校和社会的高度关注。

美食直播带货中主播特性对消费者冲动购买意愿影响研究

随着直播带货的不断发展,美食品类逐渐发力,成为电商直播带货领域的重要细分市场。美食直播带货中,主播具有重要作用,其价值备受关注。研究基于SOR模型,以心理所有权为中介变量,平台声誉为调节变量,探索主播特性对消费者冲动购买意愿的影响机制。通过问卷调查收集有效数据并开展实证检验,研究发现:美食直播带货的主播特性(专业性、吸引力、互动性、可信性)显著正向影响消费者的心理所有权,同时心理所有权正向影响消费者的冲动购买意愿;平台声誉在消费者的心理所有权与冲动购买意愿之间起正向调节作用。美食品类商家进行直播带货时可以从主播特性、平台两方面来提高消费者的购买意愿。希冀为美食品类商家选择主播开展电商直播营销活动提供参考。

中学教师工作-家庭冲突对其教学效能感的影响:道德情感的中介作用

为了探讨中学教师道德情感在工作-家庭冲突对教学效能感影响过程中的作用机制,采用工作-家庭冲突量表、教学效能感量表和教师道德情感量表并以方便抽样方式选取537名中学教师实施问卷调查。结果显示:中学教师工作-家庭冲突能显著负向预测教学效能感和道德情感,中学教师道德情感能显著正向预测教学效能感;中学教师工作-家庭冲突不仅可以直接影响教学效能感,而且可以通过道德情感的中介作用间接影响教学效能感。因此,建议通过帮助中学教师树立家庭与工作边界意识,缓解中学教师心理压力,培育积极情绪及加强教师职业素养教育等途径,改善中学教师工作-家庭冲突导致的负面影响,提升其道德情感水平,从而增强其教学效能感。

工作之余的适度“躺平”对高职教师有多重要?——基于心理脱离对离职影响的多重链式中介研究

在技能型社会建设背景下,建立一支结构合理、专兼结合、相对稳定的教师队伍是推动高等职业教育高质量发展的关键。在资源保存理论和工作要求—资源模型的基础上,构建多重链式中介模型,深度探索心理脱离、职业期望、职业自我效能感以及职业倦怠与高职教师离职倾向的内在作用机制。通过对5512名高职教师调查发现:一定程度的心理脱离能有效缓解高职教师离职行为的发生;职业自我效能感对离职倾向的影响作用不显著;心理脱离通过职业期望、职业自我效能感以及职业倦怠的多重链式中介作用对高职教师离职倾向产生影响。基于此,构建外部激励与内部心理协调机制,有助于教师保存身心资源,缓解高职教师离职倾向的产生。

幼儿园教师情绪耗竭对离职倾向的影响:一个链式中介模型

幼儿园教师流失是影响师资队伍建设的重要因素之一。针对幼儿园教师因情绪耗竭而导致的离职现象,为探讨情绪耗竭、职业承诺、心理资本等因素对幼儿园教师离职意向的影响及其作用机制,以498名幼儿园教师为对象进行问卷调查。结果显示,情绪耗竭可直接或间接影响幼儿园教师的离职倾向,情绪耗竭可通过增加心理资本,提升职业承诺来减少幼儿园教师的离职倾向。为提升幼儿园教师队伍的稳定性,建议从教师个人方面和社会、幼儿园方面分别采取应对措施。

共鸣与共创:虚拟社区信息质量对价值共创行为的影响机制

数字经济与技术的蓬勃发展,推动了虚拟社区的兴起,但其往往“昙花一现”。基于相似性效应,从社区构成因素和人际关系的视角,建立虚拟社区信息质量对价值共创行为的影响机制模型。采用结构方程模型,对366份问卷进行实证分析发现:信息发布者质量、信息内容质量、信息效用质量正向影响价值共创行为,在此过程中心理所有权起部分中介作用。此外,感知相似性在信息发布者质量对心理所有权的影响中起正向调节作用。文章丰富了虚拟社区价值共创行为的相关研究,为社区管理者指出把控信息质量,引导相似性感知,促进“共同体”意识在社区运营管理中的重要作用。

基于心理弹性视角的高校青年教师心理压力舒缓研究

为了探究高校青年教师心理压力的压力源并提出舒缓压力的对策,以浙江省7所高校536名高校专任教师为对象,用自编的生活事件量表(life event scale,LES)进行问卷调查。结果发现:教龄和职称与经济、工作及总压力均呈中、高度相关性,且感知到的压力随职称提升和教龄增长呈递减趋势;经济和工作压力是高校青年教师目前承受的主要压力;考核任务重、课题申报及论文发表困难是最大的工作压力,房贷压力和家庭成员赡养、抚养义务是主要的经济压力源。提出通过心理行为训练(outward bound,OB)训练和优势干预提升心理弹性,降低青年教师的工作和经济压力。

校长包容型领导对小学教师工作绩效的影响:心理所有权的中介作用与职业使命感的调节作用

[目的/意义]探讨校长包容型领导对小学教师工作绩效的影响机制,以期为提升小学教师工作绩效和改进学校人力资源管理提供参考。[方法/过程]选取湖南483名小学教师作为研究对象,通过调查校长包容型领导、小学教师心理所有权、职业使命感与工作绩效的状况,揭示校长包容型领导对小学教师工作绩效影响的中间机制。[结果/结论]校长包容型领导对小学教师的工作绩效具有正向预测作用。同时,心理所有权在校长包容型领导与小学教师工作绩效之间起到部分中介作用。此外,小学教师的职业使命感在校长包容型领导与小学教师工作绩效之间起到调节作用。具体来说,当小学教师的职业使命感较低时,校长包容型领导对工作绩效的正向预测显著;而当职业使命感较高时,校长包容型领导对工作绩效的预测效果不显著。因此,对于小学教师特别是职业使命感较低的教师,实施包容型领导,增强小学教师的心理所有权,是改善和提升小学教师工作绩效的重要路径之一。

幼儿园教师情绪智力与职业幸福感的关系:工作投入的中介作用

为探讨幼儿园教师情绪智力与工作投入与其职业幸福感的关系,以河北省各市1874名幼儿园教师为对象开展问卷调查。结果发现,幼儿园教师的职业幸福感整体呈中等偏上水平。其中,人口学变量方面的具体特点为:教龄越长,幼儿园教师的职业幸福感得分越高;随着教育水平的提高,幼儿园教师的职业幸福感有所下降;收入和编制只能影响幼儿园教师职业幸福感的某些方面;配班教师和园长的职业幸福感显著高于主班教师和年级组长;农村幼儿园教师职业幸福感最高,其次是城市和区县幼儿园教师;示范幼儿园教师职业幸福感显著高于一、二、三级幼儿园教师。幼儿园教师的职业幸福感、情绪智力以及工作投入之间均呈显著正相关关系,情绪智力中的情绪管理、情绪运用和他人情绪评估3个维度都能十分显著地正向预测其职业幸福感;工作投入在情绪智力和职业幸福感之间起部分中介作用。为了更好地提升幼儿园教师的幸福感,应当关注他们的薪资待遇,确保他们得到应有的回报;应当公平对待幼儿园教师并为他们提供培训机会;同时应注意均衡幼儿园教师的工作投入,提高其职业幸福感水平。

感知教师情感支持对初中生学习幸福感的影响:有调节的中介模型

采用中学生感知教师情感支持问卷、积极心理资本问卷和初中生学习主观幸福感量表,对716名初中生进行测查,探讨初中生感知教师情感支持对学习幸福感的预测作用。结果显示:感知教师情感支持、积极心理资本与学习幸福感三者之间均显著正相关;积极心理资本及其各维度在感知教师情感支持与学习幸福感之间发挥部分中介作用;性别在积极心理资本影响学习幸福感的这一中介过程的后半段起到调节作用,在初中男生群体中,积极心理资本对其学习幸福感的正向预测作用更强。建议增强教师情感支持,培养学生积极心理资本,关注学生性别差异,对不同年级要“因年级制宜”,提供有针对性的指导。

教师教育专业心理学基础课程思政教学框架构建

以习近平新时代中国特色社会主义思想为指导,以立德树人为教学目标,构建教师教育专业心理学基础的课程思政教学框架,系统阐述钉钉子精神、科学思维、教师师德、人民幸福感、“两山”理论、自我革命和不忘初心的心理学理论框架,帮助学生在学习心理学理论过程中,明确为谁培养人、培养什么人,领悟自我成长与百年奋斗目标的密切关系。