中小学教师心理健康及其影响因素分析

发布时间：2018-05-06 00:36

本文选题：中小学教师 + 心理健康　；参考：《中国健康心理学杂志》2012年06期

【摘要】：目的探讨中小学教师心理健康的影响因素,为提高中小学教师心理健康水平提供理论依据。方法采用领悟社会支持、应对方式、自我和谐及症状自评量表(SCL-90)对随机抽取的1148名来自四川省、贵州省和重庆市的中小学教师进行心理测评,运用SPSS13.0对数据进行逐步回归分析、运用AMOS16.0对数据进行路径分析。结果逐步回归的结果显示领悟社会支持(t=-10.391,P=0.000)、自我和谐(t=11.166,P=0.000)、消极应对(t=5.365,P=0.000)和积极应对(t=-4.300,P=0.000)均进入回归方程,通过结构方程模型发现,领悟社会支持影响应对方式、自我和谐和心理健康。结论领悟社会支持、应对方式及自我和谐均影响中小学教师的心理健康,但这3个变量并非单独作用。
[Abstract]:Objective to explore the influencing factors of mental health of primary and middle school teachers, and to provide theoretical basis for improving the mental health level of primary and secondary school teachers. Methods 1148 randomly selected primary and middle school teachers from Sichuan Province, Guizhou Province and Chongqing were assessed with perceived Social support, coping style, Self-Harmony and symptom Checklist (SCL-90), and the data were analyzed by SPSS13.0 stepwise regression analysis. AMOS16.0 is used to analyze the path of data. Results the results of stepwise regression showed that perceived social support, self-harmony, negative coping and active coping were all entered the regression equation. Through the structural equation model, we found that social support influenced coping style, self-harmony and mental health. Conclusion perceived social support, coping style and self-harmony all affect the mental health of primary and secondary school teachers, but these three variables do not act alone.
【作者单位】：西南大学心理健康教育研究中心;
【基金】：西南大学教师教育创新平台建设项目“西南地区中小学教师心理健康的现状及对策研究”成果之一(项目编号:100030-2120100347)
【分类号】：B844.2

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