教师认知能力与社会心理适应

I. Serafimovich, K. Egorova
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引用次数: 0

摘要

该研究强调了研究个人认知能力以克服现代教育系统挑战的必要性。本文考察了教师认知能力与社会心理适应之间的相互联系。我们研究了与效能相关的社会和心理适应的不同标准,以及心理社会健康和人格综合适应的自我评估。研究表明,工作关系中的外部性与综合适应性呈正相关。我们认为,教师的高认知能力支持与儿童合作的灵活性和创造性;对人格特质的积极评价和职业属性的自我评价也有影响。对人格认知能力的研究可以从理论和实践两个方面扩展和加强人格潜能的概念。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cognitive Ability and Socio-Psychological Adaptation of Teachers
The research emphasized the necessity to study cognitive abilities of an individual to overcome modern challenges in the educational system. The article examined the data that shows interconnections of cognitive abilities and socio-psychological adaptation of teachers. We examined different criteria of social and psychological adaptation related to efficacy as well as to the self-evaluation of psychosocial health and comprehensive adaptiveness of a personality. The study revealed demonstrated that externality in working relations is positively connected with the comprehensive adaptiveness. We suggest that high cognitivel abilities of teachers support the flexibility and creativity in working with children; they also influence positive evaluation of personality traits as well as self-evaluation of professional attributes. The study of cognitive abilities of a personality allows to extend and enhance the concept of a personality potential both in theoretical and practical aspects.
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