不同职业倦怠-投入教师在教学归因上的差异  

The Differences on Teaching Attribution among Job Burnout-Engagement of Teachers

作　　者：李西营[1] 殷宏淼[3] 张莉[2] 

机构地区：[1]陕西师范大学现代教学技术教育部重点实验室,教师专业能力发展中心,西安710062 [2]山东师范大学基础教育课程研究中心,济南250000 [3]中国国家图书馆,北京100081

出　　处：《心理学探新》2015年第1期50-55,共6页Psychological Exploration

基　　金：河南省教育厅人文社会科学研究项目(2013-GH-421);2010年教育部人文社会科学青年基金项目(10YJC880073)

摘　　要：该研究通过对400名中学教师进行团体施测,探讨同职业倦怠-投入类型的教师在教学归因上的差异。结果表明:四类教师(双高教师、高倦低投教师、低倦高投教师和双低教师)在教学成败归因上存在显著差异。在成功情境下,高倦低投教师比低倦高投教师、双高教师更倾向进行内部的、稳定的、不可控的归因;双低教师比低倦高投教师、双高教师更倾向进行内部的、稳定的归因;低倦高投教师、高倦低投教师比双低教师更倾向进行外部归因;在失败情境下,四类教师在教学归因上不存在显著差异。A survey using a cluster sample of 400 secondary school teachers was conducted to examine the difference of teaching attribution among different kinds of teachers on Job burnout - engagement. The results indicated that the four types of teachers（ high burnout - engagement teachers,high burnout ＆ low engagement teachers, low burnout ＆ high engagement teachers, low burnout- engagement teachers） have significant difference on teaching attribution. The high burnout ＆ low engagement teachers are more inclined to ascribe success to internal- stable- uncontrollable attribution than the low burnout ＆ high engagement teachers and the high burnout ＆ engagement teachers. The low burnout - engagement teachers are more inclined to ascribe success to internal - stable attribution than the low burnout ＆ high engagement teachers and the high burnout - engagement teachers. The low burnout ＆ high engagement teachers and the high burnout ＆ low engagement teachers are more inclined to ascribe success to external attribution than the low burnout -engagement teachers. Four types of teachers had no significant difference on teaching attribution in failure condition.

关 键 词：职业倦怠 工作投入 教学归因 

分 类 号：B848[哲学宗教—心理学]