全科师范生心理健康教育教学认同感的结构维度与量表编制

Structural Dimensions and Scale Development of Mental Health Education Teaching Identity for General Normal Students

摘要: 背景：乡村小学心理健康教育普遍存在意识薄弱和师资短缺的情况，全科师范生作为乡村教育的后备力量，其对心理健康教育教学的认同直接关系心理健康教育的开展。目的：了解全科师范生心理健康教育教学认同感的结构与测量指标，编制测量工具。方法：开展开放式调查和深度访谈，结合文献分析和专家咨询，提出构念的理论模型，调查724名小学教育专业全科师范生，依据理论构想编制量表。结果：全科师范生心理健康教育教学认同感是一个由教学认知、教学情感、教学意志和行为倾向组成的四因素结构，量表包含四个维度共16个项目，具有良好的信度和效度。结论：全科师范生的心理健康教育教学认同感包含教学认知、教学情感、教学意志和行为倾向四个成分，量表可作为测评全科师范生心理健康教育教学认同感水平的有效工具。

Abstract: Background: Mental health education in rural primary schools is generally characterized by weak awareness and a shortage of teaching staff. As a reserve force for rural education, the identity of general normal students with mental health education teaching is directly related to the mental health education. Objective: To understand the structure and measurement indicators of mental health education teaching identity among general normal students, and to develop a measurement instrument. Methods: An open-ended survey and in-depth interviews were conducted, combined with literature analysis and expert consultation, to propose a conceptual theoretical model. A total of 724 primary education major general normal students were surveyed, and a scale was developed based on the theoretical framework. Results: The sense of identification in mental health education for general normal students is a four-factor structure consisting of teaching cognition, teaching emotion, teaching will, and behavioral tendency. The scale includes 16 items across four dimensions and has good reliability and validity. Conclusions: The mental health education teaching identity of general normal students includes four components: teaching cognition, teaching emotion, teaching will, and behavioral tendency. The scale can be used as an effective tool to evaluate the level of mental health education teaching identity of general normal students.