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1.
The "Little Five": Exploring the Nomological Network of the Five-Factor Model of Personality in Adolescent Boys 总被引：18，自引：0，他引：18
Oliver P. John Avshalom Caspi Richard W. Robins Terrie E. Moffitt Magda Stouthamer-Loeber 《Child development》1994,65(1):160-178
The California Child Q-set (CCQ) was used to explore the structure of personality in early adolescence and to develop scales to measure the "Big Five" dimensions: Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness to Experience. Mothers provided Q-sorts of 350 ethnically diverse boys between 12 and 13 years old. Analyses of the construct validity of the scales provided a nomological network relating the Big Five to theoretically and socially important criterion variables, such as juvenile delinquency, Externalizing and Internalizing disorders of childhood psychopathology, school performance, IQ, SES, and race. These effects were obtained using diverse methods, including self-reports from the boys, ratings by their mothers and their teachers, and objective-test data. In addition to the Big Five, analyses also suggested 2 possibly age-specific dimensions of personality in early adolescence. Discussion is focused on the changing manifestations of personality traits throughout development. 相似文献
2.
This research examined preservice teachers’ knowledge of emotional and behavioural disorders (EBD) and their sense of efficacy. The participants included a convenience sample of 230 undergraduate general education and special education preservice teachers enrolled in teacher education classes. The age of the participants ranged from 19 to 51 with a mean age of 23.37 years (SD = 6.8 years). The Teacher Self Efficacy Scale (TSES) (long form) and Knowledge of Emotional and Behavioural Disorders questionnaire were administered. The participants had higher efficacy in instructional strategies, classroom management, and instructional abilities than in student engagement. There was no significant correlation between field experience, additional coursework, and familiarity with a child with EBD and the preservice teachers’ knowledge of EBD or self efficacy. This information is relevant to teacher programme coordinators indicating that further efforts should be made to increase preservice teachers’ knowledge of EBD, and to provide strategies for identifying and working with students with EBD in classrooms. 相似文献
3.
Teacher self-efficacy and teacher interest are two key facets of teacher motivation that are important for high-quality teaching. Little is known about the relative strength of the effects of teacher self-efficacy and interest on teaching quality when compared with one another. We extend previous research on teacher motivation by examining the relations linking mathematics teacher self-efficacy and interest with several relevant dimensions of teaching quality as perceived by teachers and students. Participants were 84 mathematics teachers (61.2% female) and their students (1718 students; 48.5% girls). Based on doubly latent multilevel models, we found that teacher-reported self-efficacy in instruction was positively related to teacher-reported cognitive activation, classroom management, and emotional support in mathematics classrooms. Teacher-reported educational interest showed positive associations with both student- and teacher-perceived emotional support. Future research is advised to focus more strongly on the unique relations between different teachers’ motivational characteristics and relevant dimensions of teaching quality. 相似文献
4.
Researchers have identified general pedagogical knowledge (GPK) as a relevant category of teacher knowledge. However, hardly any study has examined the relationship between GPK of teachers and the instructional quality delivered to their students. This article therefore investigates the relationship between teachers’ GPK assessed via a standardised paper–pencil test and the quality of their instruction rated by their students. A sample of 246 in-service teachers at vocational schools in Austria is used. Teachers’ GPK positively correlates with students’ perceptions of effective classroom management, generic teaching methods/teacher clarity and teacher–student relationships. Regression analysis shows that GPK is a significant predictor for instructional quality even when controlled for teacher education grades, teacher personality (Big-Five) and teaching experience. Implications of teachers’ GPK as a resource for their teaching, limitations of the study and perspectives for future research are discussed. 相似文献
5.
An investigation was conducted to link Big‐Five personality traits with behavior problems identified in childhood. Eighty‐six children ranging in age from 9 to 13 were rated by their respective classroom teacher using an experimental ratings instrument developed to measure Big‐Five personality constructs and behavior concurrently. Big‐Five Personality and Behavior Problem scales were correlated. Results show distinct patterns of behavior problems associated with various personality characteristics. Children with low scores in Agreeableness and Conscientiousness exhibit social problems, conduct problems, attention deficits, and hyperactivity. Children with low scores on the scale, Openness to Experience, exhibit problems in social behavior, conduct, and attention. The Neuroticism trait was associated with anxiety and depression. Potential implication for clinical practice and future research study was provided. These preliminary data indicate that identifying Big‐Five personality trait patterns may be a useful dimension of assessment for understanding underlying motives and predispositions associated with children's problem behavior. © 1999 John Wiley & Sons, Inc. 相似文献
6.
Georg Krammer Barbara Pflanzl Johannes Mayr 《Assessment & Evaluation in Higher Education》2019,44(4):596-609
Comparing self-perceived quality of teaching to students’ perception can be used in higher education to improve the quality of teaching of pre-service teachers in teacher education. However, comparing these measurements from different perspectives is only meaningful if the same constructs are being measured. To shed light on this comparison’s meaningfulness, we scrutinised whether aspects of quality of teaching are measured in the same way across pre-service teachers and their students by means of measurement invariance analyses. To do so, 272 pre-service teachers in teacher education rated aspects of their quality of teaching, and were rated by their 4851 students. Measurement invariance across these perspectives was tested in multilevel structural equation models. Strong measurement invariance held for two aspects of quality of teaching; for the third, one item lacked weak measurement invariance. Pre-service teachers perceived their quality of teaching lower than their students. In conclusion, aspects of quality of teaching can be compared across perspectives, and teacher education should encourage pre-service teachers to use students’ feedback as a valuable resource for improving their quality of teaching. 相似文献
7.
Teacher educators’ approaches to teaching, and their experience of burnout and self-efficacy beliefs, are related to how they are able to facilitate student teachers’ learning. In this study, 115 Chinese teacher educators responded to a questionnaire in 2015. Based on the previous study investigating the teacher educators’ approaches to teaching, the present study explored how these approaches were related to their self-efficacy beliefs in teaching and burnout. Burnout was measured through inadequacy in teacher-student interaction and exhaustion subscales. The analyses revealed that a student-focused approach to teaching among teacher educators was positively related to their self-efficacy beliefs in teaching. Both student- and teacher-focused approaches to teaching were positively related to the educators’ experience of inadequacy in teacher-student interaction. However, the study revealed no relationship between teacher educators’ approaches to teaching and the experience of exhaustion. To prevent feelings of inadequate interaction with their students, pedagogical training should provide these teacher educators with efficient guidance on how to interact with student teachers. The present study provides new insights in the teacher educators’ adoption of the student- and teacher-focused approaches to teaching. 相似文献
8.
This study investigated which factors determine degree completion in a Dutch university-based teacher education programme. We assumed that both student characteristics and characteristics of the learning environment affected degree completion. We included the following factors in our study: motivation for becoming a teacher, teaching self-efficacy, professional commitment, perceptions of time management and perceptions of quality of instruction in the teacher education programme. Data were collected from 135 preservice teachers using a digital questionnaire. The student administration of the teacher education department provided data on degree completion. Analyses showed that teaching ability was the most important motive for becoming a teacher; it was also found to be a negative predictor of degree completion. We found that social utility values, professional commitment, perceptions of quality of instruction and time management contributed to the prediction of degree completion. The findings and implications for teacher education and policy are discussed. 相似文献
9.
This study examines the relationship between personality and two different academic performance (AP) assessment methods, namely exams and coursework. It aimed to examine whether the relationship between traits and AP was consistent across self-reported versus documented exam results, two different assessment techniques and across different faculties. There were 1,013 (622 female) university students from four British Universities in four faculties namely arts/humanities, social sciences, life/biological sciences and mathematical sciences. Participants completed a brief version of the Big Five inventory and a self-report measure of AP. Conscientiousness and Agreeableness were the strongest personality predictors of AP. Structural equation model showed that sex and personality effects on AP were invariant across different areas of study or degree types (humanities, social sciences, life sciences and hard sciences). Personality variables are stable, robust and predictable correlates and determinants of AP. Conscientiousness, Openness and Agreeableness were positive predictors as measured by good grades whilst Neuroticism and Extraversion were correlates of weaker performance. Implications of these results refer how teachers choose to examine their pupils and to what extent students choose courses because of their known examination procedures. 相似文献
10.
Smith CL Spinrad TL Eisenberg N Gaertner BM Popp TK Maxon E 《Parenting, science and practice》2007,7(3):305-329
OBJECTIVE: Longitudinal associations among maternal personality, emotional expressions, and parenting were examined. DESIGN: Maternal parenting (sensitivity and intrusiveness) and positive emotional expressions were observed during a free-play session with toddlers at 18 (T1, n = 246) and 30 (T3, n = 216) months. Mothers completed a personality measure at T1 and a questionnaire measuring their emotional expressiveness (positive and negative) when toddlers were 24 months old (T2, n = 213). RESULTS: Dimensions of maternal personality and maternal emotional expressiveness were related to individual differences in maternal parenting behaviors, in particular to maternal sensitivity. Conscientiousness and Agreeableness at T1 were positively associated with observed positive emotional expressions at T1. Agreeableness, Openness to Experience, and Extraversion at T1 also were positively related to positive emotional expressions reported by mothers at T2. Maternal positive emotional expressions (T1 and T2), in turn, were associated with more sensitive behavior observed with toddlers at T3. CONCLUSION: In addition to direct effects of maternal personality on maternal parenting, mothers' emotional expressiveness was found to be a possible pathway for explaining relations of maternal personality and parenting. 相似文献
11.
Svetlana Chesser William Murrah Sean Alan Forbes 《The American journal of distance education》2020,34(3):211-223
ABSTRACT This study was designed to investigate how college students’ personality characteristics relate to their choice of instructional delivery (online or face-to-face) and whether this choice mediates the relationship between personality and academic performance. One hundred eighty-eight undergraduate students were given a choice between taking the same general education course online or face-to-face. Students completed the Big Five Inventory (BFI) upon the conclusion of this course. Using a Bayesian regression course modeling framework, we found that Conscientiousness and Agreeableness were related to the choice of instructional delivery. Students scoring higher on Conscientiousness and lower on Agreeableness tended to choose the online environment. Conscientiousness also was a direct predictor of academic achievement regardless of the course environment. These results suggest that in order to find the best fit between student and the learning environment, it is important to identify personality characteristics indicative of success in online and traditional face-to-face courses to help students to become more efficient learners and assist faculty in designing quality courses to meet students’ needs. 相似文献
12.
《Learning and individual differences》2007,17(3):241-250
A total of 221 (111 female and 110 male) British Medical students completed the NEO-FFI personality inventory [Costa, P. T., Jr., and McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual. Odessa, FL: Psychological Assessment Resources.], an abbreviated version of Biggs' [Biggs, J. B (1987). Study process questionnaire manual. Hawthorn, Vic: Australian Council for Educational Research.] approaches to learning scale, and a purpose-designed questionnaire to assess their preference for different teaching methods (e.g., lab classes, standard lectures, and discussion groups). Correlations between several personality traits and approaches to learning factors suggested that personality and learning approaches are distinct, but related, constructs. The deep approach to learning was associated with Emotional Stability, Openness, and Agreeableness. These personality traits were also negatively related to the surface approach to learning, whilst Conscientiousness was associated with deep and achieving learning approaches. Hierarchical regression analyses showed that preference for interactive teaching was associated with a combination of Emotional Stability, Agreeableness, and deep learning approach. Implications are discussed with regard to individual differences in educational contexts. 相似文献
13.
Maureen N. Short 《Emotional and Behavioural Difficulties》2013,18(4):396-406
The proficiency with which teachers of students with emotional and behavioural disorders (EBD) plan for, provide instructional activities, and address the challenging behaviour of their students is influenced by the nature of their preservice teacher preparation. The purpose of this study was to examine educators’ perceptions of the importance of preservice field-based experiences. Results indicate that educators of students with EBD consider student teaching of both students with EBD and students without disabilities very important experience. Educators with more than 10 years experience also indicated that the observation of police, parole, and judicial services concerned with students with EBD was an important preservice experience. Limitations of the study and implications for preservice teacher preparation are discussed. 相似文献
14.
Joseph Mintz 《British Educational Research Journal》2019,45(2):254-274
There is a well-founded assumption in the literature that the first year of teaching presents challenges to beginning teachers. However, few studies have looked empirically at how beginning teacher perceptions about teaching ability change from the pre-service to the novice teacher year. This is particularly the case for inclusive education, where no substantive empirical studies have measured such a change in teacher perceptions across these phases of teacher development. This study tracks changes in the perceived self-efficacy of teachers in relation to working effectively with children with special educational needs (n = 67) following an inclusion-enhancement programme in the pre-service phase and enriched induction on inclusion in the novice teacher phase. The study employed a repeated panel survey design with an intervention and comparison group. A critique is made of the domain specificity of current measures used for considering self-efficacy for inclusion, and an alternative approach proposed. Results indicate that there were relative gains in self-efficacy from the start to the end of the pre-service teacher year due to the enhancement programme, and that these gains were maintained in the novice teacher year. However, there was no evidence that the induction enrichment had any impact on self-efficacy in this domain. Implications for the timing and intensity of induction for beginning teachers, as well as for future research directions on teacher education, are considered. 相似文献
15.
Teacher well-being is a critical factor affecting job performance and thus, significant for enhancing quality teaching. Based on the job demands-resources model, this study examines the mediating effects of teachers’ self-monitoring and self-efficacy on the relationships between the emotional job demands of teaching and trust in colleagues and teacher well-being. A questionnaire was administered to 1115 primary school teachers in Hong Kong. The results highlight the maladaptive role of self-monitoring as a personal demand and the adaptive role of self-efficacy as a personal resource: self-monitoring is positively related to anxiety and depression; self-efficacy is positively related to enthusiasm and contentment and negatively related to anxiety and depression. The results not only support the beneficial role of trust in colleagues, which is positively associated with teacher self-efficacy and well-being, but also reveal the rewarding side of emotional job demands in enhancing teacher self-efficacy. Theoretical contributions and practical implications are discussed. 相似文献
16.
教师绩效是教师在教育教学过程中表现出来的与教育教学目标相一致的行为.教师绩效评价的主要内容包括师德、学科素养、课堂教学、学生学习和班主任工作五个维度.进行教育教学改善、专业思考和协商参与的教师绩效评价,增进教师对教育教学的理解并改善实践,有效促进教师的专业发展. 相似文献
17.
Sara Arnon 《Teachers and Teaching》2013,19(5):441-464
This research examines two images of teachers as seen by students of education: the ideal teacher and their own self‐image as teachers. The research compares the students’ perceptions of these two images using two sub‐groups of students of education: students at an academic teachers’ college who will be referred to as student teachers and beginning teachers, who, while teaching, are completing their academic degrees at teachers’ colleges or regional academic colleges. Data were collected from 89 students at the two colleges by means of a questionnaire that included open‐ended questions which were analyzed qualitatively. The findings of the research indicate that there are two major categories that comprise perceptions of the ideal teacher: first, personal qualities; and second, knowledge of the subject taught as well as didactic knowledge. Both groups of students similarly attributed great importance to the personal qualities of the ideal teacher, but there is a difference in their perception of the importance of knowledge: the beginning teachers attributed great importance to knowledge and perceived it as a quality similar in importance to personal characteristics, while the student teachers, who had not begun their teaching careers, attributed less importance to knowledge as a characteristic of the ideal teacher. A quality which was less prominent when profiling the ideal teacher is general education and wide perspectives. The teacher as a socializing agent, a person who promotes social goals, was not mentioned at all. Students maintained that, during their studies, they had improved their qualities as ‘empathetic and attentive’ teachers, ‘knowledgeable in teaching methods’, and in ‘leadership’. But they had hardly improved their knowledge of the subject they taught or their level of general knowledge. The discussion of knowledge and the desirable personal qualities of a teacher is relevant to the current debate regarding the relative merits of disciplinary education in contrast to pedagogical education in preparation for teaching as a profession. The clear preference for disciplinary education by policy makers in Israel and elsewhere in the field of teacher education is contradictory to the emphasis placed on the personal development of future teachers and their pedagogical education by the students of education who participated in this research. 相似文献
18.
在对J师范大学四个师范专业学生的专业志向、学习兴趣、课程设置、教学内容、教学方法、高师教师现状进行问卷调查和访谈调查过程中,发现师范教育中存在着诸多问题：专业理想不明,职业规划欠妥;专业情意匮乏,教育人格缺失;课程结构失衡,专业技能欠缺;教学方法单调,教学效果不佳。要促进师范生教师专业素质的培养,必须重视专业信念教育,加强职业规划指导;加强专业情意涵养,重视教育人格培养;优化教育课程结构,注重专业技能培养;创新多元教学方式,注重实践性教学指导,从根本上促进师范生教师素养的提升。 相似文献
19.
Marina Goroshit 《Teachers and Teaching》2016,22(7):805-818
Teachers’ social-emotional competencies seem to play a significant role in promoting social-emotional learning in schools. Empathic teachers were found to possess a higher level of morality; to communicate more successfully with their students; to encourage them to forge empathic relationships; and to successfully motivate their students. Yet, there is a dearth of literature on how to develop such empathy in teachers. The present study, which is based on a large body of research, investigated the contribution of teachers’ self-efficacy and emotional self-efficacy to teacher empathy. The sample comprised 543 teachers from the central region of Israel who completed self-report questionnaires. Findings indicated that both types of self-efficacy contribute to empathy in teachers, but the contribution of teacher self-efficacy is greater. These findings can benefit teacher educators, principals and others involved in teacher performance and well-being throughout the world. Findings may suggest that both efficacies are compelling variables that need to be addressed and enhanced in relation to teacher empathy. In addition, the findings strengthen the notion that social-emotional competence in teachers is strongly associated with teachers’ self-beliefs regarding their teaching efficacy. 相似文献
20.
刘岩 《鞍山师范学院学报》2015,(1)
教师教育课程是教师教育质量提高的关键所在,科学合理的教师教育课程教学评价的标准是培养高水平教师的重要因素,也是教师教育教学质量持续不断提高的有效保障。目前,我国教师教育课程教学存在的诸多问题无不与教师教育课程教学评价的标准有关。在当前我国高等教育“质量工程”和教师教育课程改革的大背景下,应用CIPP评价模式评价教师教育课程教学质量,对促进学生发展、教师发展、课程改进和教学资源优化配置等具有重要的价值。 相似文献