教师心理所有权的形成途径探析  

An analysis on the approach to build teachers' psychological ownership

作　　者：欧朝晖[1] 

机构地区：[1]湘南学院,湖南郴州423000

出　　处：《湘南学院学报》2012年第3期87-91,共5页Journal of Xiangnan University

基　　金：湖南省教育厅科学研究项目(NO.07C738)

摘　　要：用自编的教师心理所有权形成途径问卷对1578名中小学教师进行了调查。采用探索性和验证性因素分析方法进行交叉验证。结果显示:(1)教师心理所有权形成的途径有三个:自我投入、知晓权和控制权。(2)自我投入、知晓权和控制权能有效的预测教师心理所有权,其中贡献最大的是知情权和控制权,最小为自我投入。We investigated 1578 teachers from elementary and middle schools by using a self- developed questionnaire. The data was analyzed by exploring factor analysis and confirmatory factor analysis. The results were： First, there are three approaches as self involvement, the right to know and the right to control. Secondly, these approaches can effectively predict the teacher＇s psychological ownership, to which the largest contributor is information, followed by control and the least one is self involvement.

关 键 词：教师 心理所有权 知晓权 控制权 自我投入 

分 类 号：G443[哲学宗教—心理学]