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1.
笔者阐述了团队环境中员工的自我效能感和集体效能感概念,分析了二者之间的关系;影响员工效能感的信息源主要有:自己的成败经历、他人的替代经验、口头劝说和他人的评价;团队环境中员工的效能感常常通过工作满意感、工作任务、工作目标等中间变量影响个体或者团队工作绩效的高低。 相似文献
2.
通过对29所高中阶段学校763名教师的问卷调查,探讨了教师个体水平变量和集体水平变量对教师职业枯竭的预测作用.多层分析结果表明:(1)教师教学效能、应对效能和工作压力分别对职业枯竭具有显著预测作用,且存在学校间差异;(2)学校水平的集体效能变量能显著正向预期工作压力与情绪衰竭、工作压力与非人性化、应对效能和知识枯竭以及应对效能与个人成就感之间的关系. 相似文献
3.
Björn Sjögren Robert Thornberg Linda Wänström Gianluca Gini 《Psychology in the schools》2020,57(11):1710-1723
This study examined whether defending and passive bystanding during peer victimization episodes were associated with individual- and classroom-level efficacy to stop peer victimization. Self-report survey data were analyzed from 1,467 Swedish fourth-grade students (mean age = 10.55) from 100 classrooms in 63 schools. Multilevel analyses revealed that, when witnessing peer victimization, students more often defended victims if they were high in defender self-efficacy and if they belonged to classrooms high in collective efficacy. In contrast, students were more likely to remain passive if they were low in defender self-efficacy and if they belonged to classrooms low in collective efficacy. Taken together, our findings suggest that efficacy beliefs both at the individual and at the classroom level contribute to explaining variability in students' bystander behaviors, which has potential implications for prevention and intervention work. 相似文献
4.
Relationships among self-construal, self-efficacy, and group behaviors during a group problem-solving task with friends and acquaintances were hypothesized. The sample comprised 126 students in Grades 8–11, from 5 randomly selected government high schools, organized into 42 groups. Data collection involved self-reports and observations. Self-report data measured self-construal, self-efficacy for working with friends, and self-efficacy for working with acquaintances, and the observational data captured salient student behaviors. Data were analyzed using exploratory factor analysis and multilevel modeling. Self-efficacy for working with acquaintances was related to the development of ideas and also the critical review of ideas in groups. This study provides insights into the relatively underexplored phenomena of group work with friends and acquaintances. 相似文献
5.
中学教师自我效能、集体效能和工作倦怠关系 总被引：1，自引：0，他引：1
文章采用自我效能问卷、集体效能问卷和工作倦怠问卷对150名中学教师进行了问卷调查,探讨了教师自我效能、集体效能和工作倦怠之间的关系.结果发现:自我效能在性别、学校类型上差异显著,在教龄上差异不显著;集体效能在学校类型上差异显著;工作倦怠在性别和学校类型上差异显著,在教龄上差异不显著.教师的自我效能与集体效能存在显著的正相关.教师自我效能与工作倦怠的三个维度一热情枯竭,精力枯竭、职业成就感丧失之间存在显著的负相关.教师的集体效能与工作倦怠的三个维度一热情枯竭、精力枯竭、职业成就感丧失之间存在显著的负相关. 相似文献
6.
为探讨校长教学领导力对教师幸福感的影响及其作用路径,本研究通过对华南某地843名中小学教师进行调查并根据得到的数据,建立结构方程模型进行分析。研究发现,校长教学领导力通过两种路径正向作用于教师幸福感:一是校长教学领导力对教师幸福感有显著的直接效应;二是教师集体效能感→教师自我效能感在两者之间起到显著的链式中介效应。这一结果启示我们,校长在教学领导工作中需要注重创设支持性和合作性的学校共同体文化氛围、发展分布式教学领导以及对教师赋权,以利于增强教师集体效能感和自我效能感,最终促进教师幸福感的提升。 相似文献
7.
Richard J. Almond 《Assessment & Evaluation in Higher Education》2009,34(2):141-148
This report describes a small study that analysed module marks of one cohort of science undergraduates from one academic year. It explored how group summative assessment marking affected the overall marks in comparison with individual assessment. A tutor allocated students to mixed ability project groups. Individual marks for the group work component were derived by tutor‐, peer‐, and self‐assessment weighting. The results showed that students with high individual marks obtained lower marks in the group component. Similarly, students with low individual marks obtained higher marks in the group component. Study limitations, results and conclusions are reported. 相似文献
8.
《The Journal of educational research》2012,105(3):183-190
ABSTRACT The authors explored how prior student achievement, through school types, predicted teacher self- and collective efficacy and perceived academic climate of 222 middle school teachers in Singapore. Teachers assigned to high-track and regular middle schools differed in their perception of self- and collective efficacy to promote organizational changes and student achievement, and of the academic climate of the school. Prior achievement was shown to be best predicted by perceived teacher collective efficacy and academic climate, but not self-efficacy. Further analyses revealed that the teacher collective efficacy partially mediated the relationship between teacher self-efficacy and academic climate. These findings were discussed with respect to the sociocognitive perspective. 相似文献
9.
教师集体效能是集体效能在学校教育情景中的应用,是国际教师效能研究的新发展。文章围绕着教师集体效能的概念、形成、测量等方面,对教师集体效能理论做了较为详尽的论述,并就其研究现状及今后可能的发展方向作了简要的评述。 相似文献
10.
随着我国教育的改革、社会的发展与变迁,我国当代学生出现了很多心理、行为和人际交往的社会问题,传统的学生工作已经无法满足大部分学生健康成长的需要。在这种情况下,学校社会工作以其全新的工作理念和方法,成为解决学生问题的有效途径之一。在学校中进行社会工作并结合小组工作等社会工作方法为学生的健康成长提供帮助,从而对未来和谐社会的建设具有重要的意义。 相似文献
11.
根据研究和访谈结果,编制中学生班级集体效能感初测问卷,对194名中学生进行测试,结果用于探索性分析。对1773名中学生的测试结果用于验证性因素分析。159人完成重测,359人同时完成校标检验。探索性因素分析获得获得四个因素：合作、能力、预期和努力,解释了总变异的52．62％;验证性因素分析显示,四因素模型的各项参数达到可接受的水平;量表的内在一致性α系数和分半信度分别为0．878和0．859,重测信度为0．703,采用高峰强等人的集体效能信念量表作为班级集体效能感测量的效标,结果相关系数为0．541。因此,该量表具有较好的信效度,可应用于中学生群体。 相似文献
12.
傅晓华 《通化师范学院学报》2008,29(5):103-106
该文探索了通过团体心理辅导将职业自我效能理论运用于对大学毕业生就业活动的心理指导工作。“职业自我效能”既影响求职择业的范围、影响求职择业中的行为表现、影响职业生涯规划的自觉性,也影响求职择业的心理状态。团体心理辅导对提升职业效能感具有特殊功效,所以,可以将之运用于提升自我效能感的实践活动中。 相似文献
13.
本研究以269位大学生为被试,采用学校餐厅食品价格提高的实验情景对参与群体性事件的心理机制进行了探讨.研究发现,群体性事件源于不公正,不公正不仅可以直接引发群体性事件,还通过集体效能(认知路径)和愤怒情绪(情绪路径)对群体性事件产生间接影响.群体认同将认知因素和情绪因素进行整合,不公正还可以通过群体认同分别作用于集体效能和愤怒情绪,对群体性事件产生影响.群体性事件的认知与情绪的整合模型得到数据支持,对群体性事件有较好的解释力. 相似文献
14.
秦攀博 《沙洋师范高等专科学校学报》2007,8(6):59-61
教学效能感是教学心理学的一个重要内容,它能促进教师专业发展和学生学业成绩。本文对教学效能感的概念、相关影响因素和教学效能感的功能做了简单的述评,并对教学效能感的培养提出了建议。 相似文献
15.
王晓琪 《潍坊教育学院学报》2014,(3):106-108
本文旨在探讨如何通过同伴评价提高小组合作语言学习效率。研究发现,小组合作学习模式中同伴评价提高了小组的凝聚力并使小组成员发现语言学习中共性的问题和有效的解决方法;同伴评价使学生更专注于语言使用的准确性;提高学生责任感与可信度,并能促进有建设性的同伴交流。 相似文献
16.
Hege Hermansen 《Scandinavian Journal of Educational Research》2016,60(6):679-693
Collective approaches to practice development are increasingly common in the teaching profession. Such initiatives frequently involve groups of teachers taking responsibility for introducing, sharing and developing new pedagogical resources and for aiding their integration into existing practices. This article explores teachers’ knowledge work as a component of collective practice development, and investigates how engagement with knowledge is constructed in different school environments. Drawing on research that followed an Assessment for Learning (AfL) project in a Norwegian city, the article examines how two groups of lower secondary teachers worked to support the introduction and development of AfL resources at their respective schools. The analysis reveals how their knowledge work was framed in different ways through available organisational roles and resources, and discusses the implications for initiatives aimed at collective practice development at the school level. 相似文献
17.
《PRIMUS》2012,22(1):19-35
AbstractThis article describes an inquiry-oriented real analysis classroom in which students were guided to discover mathematics for themselves. To support student inquiry, the framework of “five practices” from K-12 education was used. To illustrate this framework, two case examples are given from actual discussions that took place in this classroom. These examples focus on student construction of sequences of functions, both the space-filling Z-order curve and the Cantor staircase function. The article closes with practical guidance for other instructors who would use the five practices in their higher-level mathematics courses. 相似文献
18.
To encourage increased student attendance and engagement in a third-year economics unit, the curriculum was redesigned to incorporate continuous assessment throughout the semester. A component of group project marks were allocated to peer assessment, in an attempt to address concerns about free-riding colleagues sharing a common mark. This study investigated the consistency of marks awarded to peers within teams, and the acceptance by students of marks awarded by peers. Students were asked to provide ratings and explanatory comments for each of their group peers. Focus groups were conducted to determine students’ acceptance of this strategy. Eighty student ratings were compared to determine consistency of assessment. Within groups, students who received higher marks from their peers generally awarded marks to their peers across a wider range, whereas students who received lower average grades often awarded the same mark to all team members. These results might indicate that students who were attending class regularly and/or contributing at a higher level were more discriminating in the marks awarded to their peers. Similarly, non-contributors (as identified by their peers) assigned the same or similar grades to each of their peers, possibly due to a lack of knowledge about their peers’ contributions. 相似文献
19.
Mehdi Chowdhury 《Assessment & Evaluation in Higher Education》2020,45(5):643-650
AbstractThe method of normalisation combined with peer ratings is utilised to provide the solution to the biased rating problem of mapping group work marks to individual marks. We critically evaluate the method of normalisation following the findings of an article which argued against the use of self and/or peer rating mechanism. We demonstrate that the findings of that article also hold for the method of normalisation as the influence of human behavioural factors are not accommodated in the designs. Additionally, we argue that the method (and its variants) is rather complicated, where all possible contingencies are not pre-specified. It makes the arrangement between tutors and students in conducting peer assessments incomplete and unverifiable by a third party. 相似文献
20.
《The Journal of educational research》2012,105(5):342-350
ABSTRACT The aims of the study were to (a) examine the factor structure of measures of teachers’ collective efficacy (TCE), job stress, and job satisfaction, and (b) explore the mediating effect of collective efficacy on the relationship between job stress and job satisfaction. The sample consisted of 951 teachers from elementary and secondary schools in Canada. Measures of TCE, job stress, and job satisfaction showed consistent factor patterns across school levels and gender. Female teachers reported significantly higher levels of stress from workload and student misbehavior. TCE for student discipline mediated the influence of job stress from student misbehavior on job satisfaction, and the relationship was consistent across groups. The results from this study suggest that teachers’ collective efficacy may lower teachers’ stress attributed to student behavior. 相似文献