Resilient Teachers’ Characteristic Of Interpretational Bias In Different Conditions

Teacher resilience refers to the teacher in the setbacks and the pressure situation, can well adapt to the environment, quickly recover from stress and obtain good development ability or quality. The study about teacher resilience and cognitive processing bias can help teachers correctly understand the pressure and difficulties, form a positive attitude and evaluation, can provide a reliable experimental evidence to improve the teacher resilience. We use Teacher Resilience Questionnaire, First,120teachers of6high school in two regions in Gansu province were surveyed, and then according to resilience score the teachers were arranged from high to low, scoring the high-end27%and low-end27%30subjects were selected as experiment subjects.In order to investigate the interpretation bias characteristics of resilient teachers, we adopted fuzzy world paradigm, Three experiments respectively in different fuzzy situation examine high and low resilient teachers’ interpretation bias. Experiment1examines high and low resilient teachers’ characteristics of interpretation bias to fuzzy information, neutral fuzzy images as stimulus material; Experiment2examines high and low resilient teachers’ characteristics of interpretation bias to fuzzy situation, social and non-social situation (in the forms of words) as stimulus material; Experiment3, we divided non-social situations (in the forms of pictures) into two types:relevant and irrelevant to teachers’professional situation. We examines high and low resilient teachers’ characteristics of interpretation bias to fuzzy social situation.Through the research, this paper obtains the following main conclusions:(1) In the non-social fuzzy situations, high and low resilient teachers did not showed obvious interpretation bias.(2) Both in social and non-social fuzzy situations, high resilient teachers showed obvious positive interpretation bias.(3) In social situations related to teachers’profession, Both high and low resilient-teachers showed obvious interpretation bias, but in an opposite direction, high resilient teachers showed obvious positive interpretation bias, while low resilient teachers showed obvious negative interpretation bias.Combined with the above research results, we found that in different fuzzy situation, the high and low resilience teachers’interpretation bias is different, it is affected by the characteristics of fuzzy situation. Relative to the non-social fuzzy situation, high resilient teachers in social fuzzy situation showed obvious positive interpretation bias; Relative to social situations unrelated to teachers’ profession, high resilient teachers in social situations related to teachers’ profession show greater positive interpretation bias/This shows that high and low resilient teachers’ interpretation bias is also affected by situational clues.