教师对不确定性态度的建构模式:以不同世代的教育工作者为研究对象

Irina Vitalievna Kazakevich, Tatiana Viktorovna Sinko, V. Pishchik
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摘要

介绍。本文分析了不确定性容忍度的概念。本研究的问题在于,很少有研究对不同世代教育工作者教学实践中不确定性建构的本质及其决定因素进行考察。本研究旨在建立不同世代教师对不确定性态度建构的模型。材料与方法:对163名年龄在23 ~ 67岁之间的教师(Belaya Kalitva, Rostov-on-Don)进行了访谈。本研究的数据收集采用以下方法和量表:“反身性水平的测定”;“对不确定性的容忍”;“十点人格问卷”;社会行为中规范态度的基本刻板印象方法论。统计数据处理采用曼-惠特尼差异准则,探索性和验证性因子分析。结果。作者从个人、认知、情境和情感四个方面对不确定性现象进行了综述。实证研究重点比较了“信息”代和“过渡”代教师对不确定性容忍的指标,并确定了不确定性容忍与教师反身性水平、行为刻板印象和人格特质的关系。在测量指标的代际代表之间的显著差异被揭示。两组在基本行为刻板印象中都表现出集体主义。对不确定性的容忍度与反身性之间的联系得到了证实。基于实证数据,构建了教师对不确定性态度的四因素模型,包括反身性水平、不确定性容忍度、行为刻板印象和人格特质。结论。作者确定了一个复杂的心理对象的结构和内部联系-对不确定性的容忍。对不确定性的态度作为一个难以形式化的对象,已经构建了一个四因素模型,并与经验数据相关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The model of teachers’ attitude to uncertainty construct: With the main focus on different generations of educators
Introduction. The article analyzes the concepts of tolerance to uncertainty. The problem of the research is that very few studies have investigated the essence of the construct of uncertainty and its determining factors in teaching practice of educators belonging to different types of generations. The purpose of the research is to build a model of the construct of attitude to uncertainty among teachers of different generations. Materials and Methods. 163 teachers aged between 23 and 67 years (Belaya Kalitva, Rostov-on-Don) were interviewed. Data for this study were collected using the following methods and inventories: “Determination of the reflexivity level”; “Tolerance to uncertainty”; “Ten-point personality questionnaire”; methodology of basic stereotypes of normative attitudes in social behavior. Statistical data processing was carried out using the Mann-Whitney difference criterion, exploratory and confirmatory factor analysis. Results. The authors summarized the ideas about the phenomenon of uncertainty in personal, cognitive, situational and affective aspects. The empirical study focusing on comparing the indicators of tolerance to uncertainty was conducted and its relationships with the level of reflexivity, behavior stereotypes and personality traits of teachers – representatives of the "Informational" and "Transitional" generations were identified. Significant differences between representatives of generations in measured indicators were revealed. Both groups demonstrated collectivism in basic behavioral stereotypes. The connection between tolerance to uncertainty and reflexivity was confirmed. Based on empirical data, a four-factor model of teachers' attitude to uncertainty has been constructed, including the level of reflexivity, tolerance to uncertainty, behavior stereotypes, and personality traits. Conclusions. The authors identified the structure and internal connections within a complex psychological object – tolerance to uncertainty. A four-factor model of the construct of the attitude to uncertainty as a difficult-to-formalize object has been constructed and correlated to empirical data.
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