家庭教育对师范生教师职业认同的影响研究  

Influence of Family Education on Teacher Professional Identity of Normal Students

作　　者：贺佐廷 谭华玉[2] HE Zuoting;TAN Huayu(Party and Government Office,Xiangnan Preschool Education College,Chenzhou,Hunan 423000,China;Center for the Development of Mental Health Education for College Students,Guangdong Polytechnic of Water Resources and Electric Engineering,Guangzhou,Guangdong 510635,China)

机构地区：[1]湘南幼儿师范高等专科学校党政办,湖南郴州423000 [2]广东水利电力职业技术学院大学生心理健康教育发展中心,广东广州510635

出　　处：《宜宾学院学报》2024年第7期101-109,共9页Journal of Yibin University

摘　　要：以454名师范生为被试,采用问卷调查法,考察家庭教育中父母教养方式对师范生的教师职业认同的影响,并检验人格特质在父母教养方式和教师职业认同之间的中介效应。结果显示:师范生教师职业认同总体处于中等偏上水平;父母教养方式中,父母情感温暖与教师职业认同显著正相关;人格特质与教师职业认同显著正相关;宜人性、外向性和尽责性在父母情感温暖与教师职业认同之间的中介效应显著。可见,在家庭教育中,积极的教养方式不仅直接影响师范生的教师职业认同,还能通过人格特质对教师职业认同产生间接影响。454 normal students were selected as subjects,the questionnaire survey was conducted to investigate the influence of parenting styles on teacher professional identity of normal students in family education,and to test the mediating effect of personality between parenting styles and teacher professional identity.The results show that the teacher professional identity of normal students is generally above the average level;in parenting styles,both parental emotional warmth and personality are correlated with teacher professional identity significantly and positively;agreeableness,extraversion and conscientiousness are significantly correlated between parenting emotional warmth and teacher professional identity.In family education,positive parenting styles not only directly affect the teacher professional identity of normal students,but also indirectly affect the teacher professional identity through personality.

关 键 词：家庭教育 父母教养方式 人格特质 师范生 教师职业认同 

分 类 号：G443[哲学宗教—心理学]