内隐联想测验, 教师态度, 教育惩戒, 双重态度模型

To examine teachers’ implicit and explicit attitudes toward educational discipline, the Implicit Association Test (IAT) and a self-report questionnaire were administered to primary and secondary school teachers. Results indicated that, at the implicit level, teachers more readily associated the exercise of educational discipline with negative attributes, and this tendency did not differ significantly across demographic groups. Although teachers reported relatively high levels of explicit support for educational discipline, their explicit attitudes showed no significant linear association with the implicit measure. Nearly half of the participants exhibited a discordant pattern characterized by explicit support-implicit reluctance to exercise discipline. These findings suggest that the IAT can complement self-report measures by providing information about automatic associations that may not be captured through conscious self-report. However, it should not be used for individual-level evaluation or to infer actual behavior directly. Professional support should address teachers’ concerns about potential disciplinary risks and promote the appropriate implementation of educational discipline through scenario-based training, institutional safeguards, and school-family collaboration.

implicit association test, teacher attitudes, educational discipline, dual-attitude model