教师效能、工作动机与心境对教学创新的影响  

Effects of Teacher Efficacy,Work Motivation,and Mood on Teaching Innovation

作　　者：王振宏[1] 王克静[1] 游旭群[1] 党怀兴[1] 

机构地区：[1]陕西师范大学心理学院,西安710062

出　　处：《心理科学》2010年第5期1254-1257,共4页Journal of Psychological Science

基　　金：国家社会科学基金"十一五"规划教育学国家一般项目"教师教学创新能力的结构模型研究"(课题批准号:BBA070016)资助

摘　　要：运用问卷测量的方法,以322名中学教师为研究被试,探讨了教师效能、工作动机与心境对教学创新的影响。研究发现:(1)个人教学效能、内部工作动机、积极心境与教学创新呈较高显著正相关。(2)个人教学效能、积极心境对教学创新的回归效应显著,内部工作动机、积极心境对个人教学效能的回归效应显著。(3)内部工作动机、积极心境通过影响个人教学效能而间接影响教学创新,而个人教学效能直接影响教学创新,个人教学效能是教学创新的核心影响因素。The teaching innovation questionnaire,the teacher efficacy questionnaire,the work motivation questionnaire,and the mood scale were administered to 322 middle school teachers to explore the effects of teacher efficacy,the work motivation,and the mood on teaching innovation.The result indicated that personal teaching efficacy,intrinsic motivation,and positive mood were correlated with teaching innovation positively.The regression effect of personal teaching efficacy and positive mood on teaching innovation was significant.The regression effect of intrinsic motivation and positive mood on personal teaching efficacy was significant.Path analysis showed that personal teaching efficacy influenced teaching innovation directly and was a core infleucing factor in teaching innovation, while intrinsic motivation and positive mood indirectly influenced teaching innovation throng its influence on personal teaching efficacy.

关 键 词：教师效能 工作动机 心境 教学创新 

分 类 号：G420[文化科学—课程与教学论]