ABSTRACT

The discipline of psychology has been under-represented in the critical realist account of the relationship between structure and agency. In this paper a critical realist perspective of educational psychology research focuses on the psychological analysis of the individual and what might be considered as ‘real' and having causal power. Bhaskar's criteria for an entity to be ontologically real are applied to the psychological entity of self-efficacy in the context of a typical piece of classroom teacher-pupil interaction. The role of self-efficacy alongside other psychological, social and cultural entities is presented as a causal mechanism for the generation of Archer’s internal conversation which leads to agency. Self-efficacy is further examined in relation to criteria of ontological depth and emergence. This perspective creates the basis for a consistent ontological framework across educational psychology and that of the social sciences and a sound basis for interdisciplinary research and theory development.

摘要

心理学学科在关于结构和能动性之间关系的批判现实主义解释中没有得到充分体现。在本文中，教育心理学研究的批判现实主义视角侧重于对个人的心理分析以及可能被认为是“真实的”和具有因果关系的东西。Bhaskar 关于实体在本体论上真实的标准适用于典型的课堂师生互动背景下的自我效能心理实体。自我效能与其他心理、社会和文化实体的作用被呈现为产生阿彻内部对话的因果机制，从而导致代理。自我效能根据本体论深度和涌现的标准得到进一步检验。