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Alternative TitleThe effect of Solution-Focused Brief Coaching Intervention on the self-efficacy and solution-focused thinking of teachers
Thesis Advisor史占彪
Degree Grantor中国科学院研究生院
Place of Conferral北京
Degree Discipline心理学
Keyword教师 一般自我效能感 聚焦解决 干预研究
研究1 对两种取向教练问句的不同效果进行探索。将被试随机分为实验组(106 人)和对照组(101 人),同时进行30 分钟的自我教练,实验组使用聚焦解决取向教练问句,对照组使用聚焦问题取向教练问句。结果显示,相较于聚焦问题取向的教练问句,聚焦解决取向教练问句可以更加有效的提升教师一般自我效能感水平(t=-2.791,P=0.006)和目标实现程度(t=2.214,P=0.030),减少消极情绪(t=-2.022,P=0.046)。
研究2 探讨高效教练技术对教师一般自我效能感和焦点解决思维的干预效果。将被试随机分为实验组(20 人)和对照组(20 人),两组分别进行两次1对1(间隔一周),每次40 分钟的个体干预,实验组使用高效教练技术,对照组进行一般性流程访谈。重复测量方差分析结果表明,一般自我效能感和焦点解决思维及其各维度组别和时间的交互效应显著(PGSES<0.001,PSFI<0.001,PPD=0.014,PRA=0.017,PGO=0.002),高效教练技术可以有效提升教师的一般自我效能感和焦点解决思维水平。
Other AbstractPrevious studies ignored the general self-efficacy of teachers, while the intervention study is relatively scarce. This study attempts to observe the general self-efficacy and solution-focused thinking of teachers by solution-focused coaching.
Study 1 explored the different effects of two types coaching question. The subjects were randomly divided into experimental group (106) and the control group (101 people), having 30 minutes of self-coaching, the experimental group used solution-focused coaching question while the control group used problem-focused coaching question. The results showed that, compared to the problem-focused coaching questions, solution-focused coaching questions can make more effectively enhancement in teachers' general self-efficacy (t = -2.791, P = 0.006) and the degree of achievement of objectives (t = 2.214, P = 0.030), reduce negative emotions (t = -2.022, P = 0.046).
Study 2 discussed the effects on solution-focused coaching to general self-efficacy and solution-focused thinking of teachers. The subjects were randomly divided into experimental group (20 people) and control group (20 people), the two groups were taking 1-on-1 twice (one week apart), every 40 minutes of individual intervention, the experimental group used solution-focused brief coaching, control group used general interview process. Repeated measures analysis of variance showed that the general self-efficacy and solution-focused thinking and its dimensions interaction groups and time significantly (PGSES <0.001, PSFI <0.001, PPD = 0.014, PRA = 0.017, PGO = 0.002), high efficiency coaching can effectively enhance teachers' general self-efficacy and solution-focused thinking.
Subject Area应用心理学
Document Type学位论文
Recommended Citation
GB/T 7714
张泽仑. 高效教练技术对教师自我效能感和焦点解决思维的干预研究[D]. 北京. 中国科学院研究生院,2016.
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