教师自主对教师心理健康的影响:领悟社会支持的调节作用
发布时间：2018-11-03 10:53
【摘要】：为了探讨教师自主与教师心理健康之间的关系,以及领悟社会支持对这一关系的影响,采用教师自主问卷、领悟社会支持量表和SCL-90量表对1 251名中小学教师进行调查.结果表明:(1)中小学教师自主总体发展水平较高,但各维度发展不均衡;中小学教师领悟社会支持水平较高,在性别和学段上的差异具有统计学意义;中小学教师心理健康总分显著高于全国常模,其心理健康状况不容乐观.(2)教师自主能正向预测其心理健康水平,即自主水平越高,其心理健康状况越好;(3)领悟社会支持在教师自主与心理健康之间起调节作用,随着领悟社会支持水平的提高,低自主对教师心理健康的影响逐渐减弱.
[Abstract]:In order to explore the relationship between teacher autonomy and teachers' mental health, and to understand the influence of social support on this relationship, 1 251 primary and middle school teachers were investigated with teacher autonomy questionnaire, perceived social support scale and SCL-90 scale. The results show that: (1) the overall development level of teachers' autonomy in primary and secondary schools is relatively high, but the development of each dimension is not balanced, the level of social support for teachers in primary and secondary schools is higher, and the differences in gender and learning segment are statistically significant. The total score of mental health of primary and middle school teachers is significantly higher than that of the national norm, and its mental health status is not optimistic. (2) teacher autonomy can positively predict their mental health level, that is, the higher the autonomy level, the better their mental health status; (3) perceived social support plays a regulating role between teachers' autonomy and mental health. With the improvement of perceived social support, the influence of low autonomy on teachers' mental health is gradually weakened.
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本文编号：2307580
[Abstract]:In order to explore the relationship between teacher autonomy and teachers' mental health, and to understand the influence of social support on this relationship, 1 251 primary and middle school teachers were investigated with teacher autonomy questionnaire, perceived social support scale and SCL-90 scale. The results show that: (1) the overall development level of teachers' autonomy in primary and secondary schools is relatively high, but the development of each dimension is not balanced, the level of social support for teachers in primary and secondary schools is higher, and the differences in gender and learning segment are statistically significant. The total score of mental health of primary and middle school teachers is significantly higher than that of the national norm, and its mental health status is not optimistic. (2) teacher autonomy can positively predict their mental health level, that is, the higher the autonomy level, the better their mental health status; (3) perceived social support plays a regulating role between teachers' autonomy and mental health. With the improvement of perceived social support, the influence of low autonomy on teachers' mental health is gradually weakened.
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本文编号：2307580
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