特殊教育教师一般自我效能感现状及其与核心自我评价的关系  

General Self-efficacy of Special Education Teachers and Its Relation to Their Core Self-evaluation

作　　者：周正[1] 韩悦[1] 

机构地区：[1]哈尔滨师范大学教育科学学院,黑龙江哈尔滨150025

出　　处：《教师教育研究》2014年第3期55-60,共6页Teacher Education Research

摘　　要：采用一般自我效能感量表和核心自我评价量表,调查了黑龙江省524名特殊教育教师的一般自我效能感现状、一般自我效能感与核心自我评价的关系以及核心自我评价对一般自我效能感的影响方式。结果表明:特殊教育教师一般自我效能感水平总体偏低,其中自我意识效能感水平低于自我行为效能感水平;核心自我评价和积极评价因子与一般自我效能感及其各因子之间均呈现正相关,消极评价因子与自我意识效能感因子之间呈负相关;积极评价因子对自我意识效能感与自我行为效能感均有正向预测作用,消极评价因子对自我意识效能感有反向预测作用,对自我行为效能感无明显影响。By the tool of the General Self-efficacy Scale and the Core Self - Evaluations Scale, the study investigated the general self-efficacy status, the relationship between general self-efficacy and core self-evaluation and the way core self-evaluation affect general self-efficacy of 524 special education teachers in Heilongjiang province. The result indicates that： speeial education teachers have a relatively low general self-efficacy level, self-efficacy of consciousness is lower than which of behaviors; core self-evaluation and positive evaluation factor are positively correlated to general self-efficacy and its factors, negative evaluation factor is negative correlated to self-efficacy of consciousness ; positive evaluation factor can positively pre- dict both self-efficacy of consciousness and behaviors, negative evaluation factor has negative prediction on self-efficacy of consciousness and has no influence on self-efficacy of behaviors.

关 键 词：特殊教育教师 一般自我效能感 核心自我评价 

分 类 号：G760[文化科学—特殊教育学]