| 邹文谦 ，陈淑贞，丁毅.教师谦卑与大学生课堂积极表达：一个双路径模型[J].陕西学前师范学院学报,2022,38(8):118-124 |
| 教师谦卑与大学生课堂积极表达：一个双路径模型 |
| Teacher-expressed Humility and Students’ Active Expression in Class: A Dual-path Model |
| 投稿时间：2022-06-07 修订日期：2022-06-14 |
| DOI：10. 11995/j. issn. 2095-770X. 2022. 08. 015 |
| 中文关键词: 教师谦卑行为 课堂心理安全感 学业自我效能感 课堂积极表达行为 |
| 英文关键词: teacher-expressed humility psychological safety in class academic self-efficacy active expression in class |
| 基金项目:浙江省教育科学规划2022年度规划项目（2022SCG130） |
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| 中文摘要: |
| 为了考察高校教师谦卑行为对大学生课堂积极表达的影响，并探索课堂心理安全感和学业自我效能感的中介作用，采用表达谦卑量表、心理安全感量表、学业自我效能感量表、课堂积极表达量表对801名大学生进行调查。结果发现：教师谦卑行为显著正向预测大学生课堂积极表达；课堂心理安全感和学业自我效能感在教师谦卑行为与大学生课堂积极表达之间起中介作用。结论：教师谦卑行为能通过提升大学生心理安全感和学业自我效能感间接提升其课堂积极表达行为。 |
| 英文摘要: |
| The current study aimed to examine the influence mechanism of teacher-expressed humility on students’ active expression in class， focusing on the mediating effect of students’ psychological safety and academic self-efficacy. Expressed humility scale， psychological safety scale， academic self-efficacy scale， and active expression in class scale were used to investigate 801 college students. The results showed that: teacher-expressed humility significantly positively predicted students’ active expression in class; psychological safety and academic self-efficacy played a mediating role between teacher-expressed humility and students’ active expression in class. The conclusion is that: teacher-expressed humility can indirectly improve students’ active expression in class through enhancing psychological safety and academic self-efficacy. |
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