Nur Eva, Fonny Dameaty Hutagalung, Sumaia Mohammed Zaid, Kamelia Syafiera Binti Ahmad Kamarul
{"title":"桥梁资优教育与学校文化：人格在塑造学校文化与教师对资优教育的看法中的中介作用。","authors":"Nur Eva, Fonny Dameaty Hutagalung, Sumaia Mohammed Zaid, Kamelia Syafiera Binti Ahmad Kamarul","doi":"10.1186/s40359-025-03330-7","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>This study examined the mediating role of teachers' personality traits and moderating effect of teaching experience in the relationship between school culture and teachers' opinion toward gifted education. This study enhances our understanding of how individual and contextual factors influence educators' attitudes, providing novel insights into teachers' psychology within the field of gifted education.</p><p><strong>Method: </strong>Across-sectional design was employed, involving 319 Malaysian teachers (84 males, 235 females) aged between 25 and 60 years.</p><p><strong>Results: </strong>findings revealed that personality traits significantly mediated the relationship between school culture and teachers' opinions, while teaching experience moderated this association. Specifically, school culture had an indirect influence on opinions via personality, and the negative impact of school culture on opinions diminished with greater teaching experience.</p><p><strong>Conclusion: </strong>These results underscore the importance of personality traits and experience-based training in shaping teachers' attitudes toward gifted education. The study offers different theoretical and practical implications, emphasising the interaction between personal disposition and school culture in fostering support for gifted students.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"1104"},"PeriodicalIF":3.0000,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492572/pdf/","citationCount":"0","resultStr":"{\"title\":\"Bridging gifted education and school culture: the mediating role of personality in shaping school culture and teachers' opinions towards gifted education.\",\"authors\":\"Nur Eva, Fonny Dameaty Hutagalung, Sumaia Mohammed Zaid, Kamelia Syafiera Binti Ahmad Kamarul\",\"doi\":\"10.1186/s40359-025-03330-7\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>This study examined the mediating role of teachers' personality traits and moderating effect of teaching experience in the relationship between school culture and teachers' opinion toward gifted education. This study enhances our understanding of how individual and contextual factors influence educators' attitudes, providing novel insights into teachers' psychology within the field of gifted education.</p><p><strong>Method: </strong>Across-sectional design was employed, involving 319 Malaysian teachers (84 males, 235 females) aged between 25 and 60 years.</p><p><strong>Results: </strong>findings revealed that personality traits significantly mediated the relationship between school culture and teachers' opinions, while teaching experience moderated this association. Specifically, school culture had an indirect influence on opinions via personality, and the negative impact of school culture on opinions diminished with greater teaching experience.</p><p><strong>Conclusion: </strong>These results underscore the importance of personality traits and experience-based training in shaping teachers' attitudes toward gifted education. The study offers different theoretical and practical implications, emphasising the interaction between personal disposition and school culture in fostering support for gifted students.</p>\",\"PeriodicalId\":37867,\"journal\":{\"name\":\"BMC Psychology\",\"volume\":\"13 1\",\"pages\":\"1104\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2025-10-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12492572/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"BMC Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1186/s40359-025-03330-7\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"BMC Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1186/s40359-025-03330-7","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
Bridging gifted education and school culture: the mediating role of personality in shaping school culture and teachers' opinions towards gifted education.
Background: This study examined the mediating role of teachers' personality traits and moderating effect of teaching experience in the relationship between school culture and teachers' opinion toward gifted education. This study enhances our understanding of how individual and contextual factors influence educators' attitudes, providing novel insights into teachers' psychology within the field of gifted education.
Method: Across-sectional design was employed, involving 319 Malaysian teachers (84 males, 235 females) aged between 25 and 60 years.
Results: findings revealed that personality traits significantly mediated the relationship between school culture and teachers' opinions, while teaching experience moderated this association. Specifically, school culture had an indirect influence on opinions via personality, and the negative impact of school culture on opinions diminished with greater teaching experience.
Conclusion: These results underscore the importance of personality traits and experience-based training in shaping teachers' attitudes toward gifted education. The study offers different theoretical and practical implications, emphasising the interaction between personal disposition and school culture in fostering support for gifted students.
期刊介绍：
BMC Psychology is an open access, peer-reviewed journal that considers manuscripts on all aspects of psychology, human behavior and the mind, including developmental, clinical, cognitive, experimental, health and social psychology, as well as personality and individual differences. The journal welcomes quantitative and qualitative research methods, including animal studies.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
