【作者】 刘俊祥；

【导师】 缴润凯；

【作者基本信息】 东北师范大学 ， 应用心理学， 2011， 硕士

【摘要】 师范生教师职业成熟度是师范大学生为将来从事教师职业所具备的职业态度与职业能力的准备程度。本研究在前人研究的基础上探讨专业承诺、情绪智力对师范生教师职业成熟度的影响,研究结果表明:?1.师范专业大学生的教师职业能力成熟度高于一般水平,而教师职业态度成熟度低于一般水平;内在取向维度与确定性维度高于一般水平,而外在取向与独立性维度低于一般水平。2.师范生教师职业成熟度在不同性别间不存在显著的差异;师范生教师职业成熟度在不同专业间存在显著差异,且文科高于理科;师范生教师职业成熟度随着年级的升高而升高;教师职业态度成熟度随着年级的升高先降低后升高,呈“V”字型,大三年级处于最低水平。3.专业承诺在性别变量上存在极其显著的差异,且男生的承诺水平低于女生;理想承诺在性别之间不存在显著的差异;专业承诺在专业之间没有显著差异;继续承诺在专业之间存在显著差异,且文科高于理科;专业承诺随着年级的升高,先降低后升高。4.情绪智力在性别变量上存在极其显著的差异,且女生高于男生;情绪智力在专业之间不存在显著的差异;情绪智力随着年级的升高,呈现先降低后升高的趋势。5.专业承诺对师范生教师职业成熟度、教师职业态度成熟度及教师职业能力成熟度具有直接的影响作用;情绪智力对师范生教师职业成熟度、教师职业态度成熟度、教师职业能力成熟度不具有直接的影响作用;情绪智力对教师职业态度成熟度的内在取向维度、外在取向维度具有直接的影响作用。更多还原

【Abstract】 Teachers’ professional maturity is normal for future normal university students to have the professional attitude and vocational ability preparation degree in teachers’ professional. Based on the former research.This research is discussed emotional intelligence professional commitment for students in teachers’ professional maturity influence, the results including:1.The teacher professional capability maturity of normal college students is higher than normal level, and teachers’ professional attitude maturity is below average; Uncertainty and immanent tropism dimensions are above average, and the dimension of external orientation and the independence dimension are below average.2.Students in teachers’ professional maturity have no significant differences between different genders,including: Students in different professional teachers’ professional maturity, and there were significant differences between the liberal arts higher than science; Students in teachers’ professional maturity as grade rise; Teachers’ professional attitudes maturity as grade rise after a first decreases rises, "V" word, junior grade a minimum level.3 .Professional commitment in the gender variable is extremely remarkable differences exist boys and the commitment levels below girls ;Ideal commitment in gender does not exist between significant differences;Professional commitment no significant differences between the professional;Continue in professional commitment there was significant difference between science and arts higher;Professional commitment with grade rise, first reduce increases.4 .Emotional intelligence in the gender variable is extremely remarkable differences exist, and girls are bigger than boys ;Emotional intelligence in professional has no significant differences;Emotional intelligence as grade rise, present the trend of first decreases increases.5. Professional commitment directly influences teachers’ professional maturity, teachers’ professional attitudes maturity and teachers’ professional capability maturity; Emotional intelligence has no direct effect on professional maturity, teachers’ work attitude maturity, and teachers’ professional capability maturity;Emotional intelligence directly influences teacher professional attitudes maturity in both the immanent tropism dimension and the external orientation dimensions.更多还原