石家庄学院学报

在培养卓越小学教师的改革背景下,采用积极心理资本问卷和自编的基本情况调查问卷对577名大一至大三的小学教育专业师范生进行调查,以了解小学教育专业师范生心理资本状况及其影响因素,并提出切实可行的开发师范生心理资本的策略.结果显示:小学教育专业师范生心理资本整体处于中等偏上水平,有很大的开发空间;师范生的心理资本受性别、年级、是否独生子女、是否担任学生干部、班级性质(普通班/卓越实验班)、班级成绩排名、专业满意度、兼职或实习经历和人际关系状况等因素的影响显著.

Under the background of training excellent primary school teachers, 577 normal school students from freshman to junior who major in primary education are investigated by positive psychological capital questionnaire and self-designed questionnaire to study the psychological capital status and its influencing factors, and then put forward some feasible strategies for developing psychological capital of normal school students. The results show that the psychological capital of primary education normal school students is overall above the medium level, and the psychological capital of normal school students are significantly affected by gender, grade, and whether they are only one child, student cadres, class nature(general class/excellent experimental class), grade ranking, major satisfaction,part-time or internship experience and interpersonal status, etc.