El papel mediador del optimismo académico y el capital psicológico positivo de los profesores de EFL/ESL en la efectividad docente
DOI:
https://doi.org/10.30827/portalin.vi2023c.29632Palabras clave:
Profesores de EFL/ESL, psicología positiva, optimismo académico, capital psicológico positivo, efecto docenteResumen
En la última década, los aspectos psicoemocionales de la educación en segunda lengua extranjera (l2) han atraído cada vez más la atención de los círculos académicos. La mejor enseñanza y el rendimiento de los estudiantes ya no dependen únicamente de las habilidades y prácticas docentes de los profesores. Por el contrario, diversas variables psicoemocionales juegan un papel mediador en el proceso de enseñanza del inglés y sus efectos. Sin embargo, bajo la influencia de factores demográficos, se ha ignorado el impacto del optimismo académico y el capital psicológico positivo de los profesores de EFL / ESL en su efectividad docente. Para llenar este vacío, el estudio utilizó tres cuestionarios en línea para investigar el efecto predictivo del optimismo académico y el capital psicológico positivo de 338 profesores chinos de EFL / ESL en su efectividad docente. Los resultados del modelado de ecuaciones estructurales (sem) y los pesos de regresión estandarizados muestran una fuerte correlación entre los factores demográficos y el optimismo académico de los docentes y el capital psicológico positivo de los docentes. Además, hay una fuerte correlación entre el capital psicológico positivo de los docentes y la eficacia de los docentes, mientras que no hay correlación entre el optimismo académico y la eficacia de los docentes. Además, el capital psicológico positivo puede predecir un cambio del 67% en la efectividad docente de los profesores chinos EFL / esl. El estudio también discutió la iluminación y sugerencias de nuevos estudios para profundizar los conocimientos psicológicos de los educadores de segunda lengua.
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