不同职业认同水平教师对职业生活事件的社会认知加工特征
The Social Cognition Processing Characteristics on Occupational Events in Teachers with Different Levels of Professional Identity

探讨不同职业认同水平教师在对职业生活事件的编码、再认和启动阶段是否具有不同的社会认知加工特点。采用Tversky的社会认知实验范式对高、低职业认同水平教师进行比较研究，结果发现：（1）高职业认同教师更多将正性条目编码为正性，更少将正性和中性条目编码为负性；高职业认同教师在正性和中性条目的编码正偏向上显著高于低职业认同教师；（2）高职业认同教师能够再认更多原有正性和中性条目，低职业认同教师将更多新加的中性和负性条目判断为阅读材料中的原有条目；（3）高职业认同教师的正性启动量和启动正偏向都显著高于低职业认同教师。结论：不同职业认同水平的教师对职业生活事件存在不同的社会认知加工特征，高职业认同教师的社会认知加工更积极有效。
Through Tversky's social cognition experiment paradigm, this study explored whether there were different social cognition processing characteristics on occupational events in the process of encoding, recognition and priming of teachers with high or low professional identity. The results showed that:(1) Teachers with high professional identity encoded more positive items as positive items and encoded less positive and neutral items as negative items. The positively encoding bias of positive items and neutral items in teachers with high professional identity was significantly higher than which in the teachers with low professional identity. (2) Teachers with high professional identity recognized more originally positive and neutral items. Teachers with low professional identity misjudged much more newly neutral and negative items as originally. (3) The positively priming items and the positively priming bias in teachers with high professional identity was significantly higher than which in the teachers with low professional identity. Conclusion:There were different social cognition processing characteristics on occupational events in teachers with different levels of professional identity. The social cognition processing in teachers with high professional identity was more positive and effective.