中小学教师情绪工作的探索性研究

发布时间：2018-02-08 19:27

本文关键词： 中小学教师情绪工作特征分析关系模型认知特点　出处：《西南大学》2007年博士论文　论文类型：学位论文

【摘要】： 情绪工作是情绪心理学研究的新领域，教师情绪工作也是教育心理学研究的新领域。随着心理科学对人类内心世界探索的深入，越来越多的研究者和理论家开始注意到情绪在个体生活和工作中的重要性。对中小学教师而言，情绪工作不仅仅影响其自身的身心健康、工作绩效，而且还会对学生的身心健康、学业成就等造成较大影响。自1979年Hochschild提出情绪工作这一概念以来，国外研究者围绕情绪工作开展了许多研究，但是这些研究多将对象集中于企业员工、行政人员或服务业员工上。尽管在1983年Hochschild根据情绪工作的定义与情绪工作负担的程度提出六种在大部分工作中都需要提供情绪工作的职业种类中也包括了教师，但在实际研究中，有关教师情绪工作的研究特别是实证研究却少之又少。国内对情绪工作的研究则更加缺乏，近两年来散见到几篇关于情绪工作的评述性文章。从研究内容来看，目前国内外关于情绪工作的研究主要集中在以下几个方面：情绪工作的定义、结构、测量工具；情绪工作的影响因素；情绪工作的效果变量；情绪工作的调节变量和中间变量等。本研究作为教师情绪工作的探索性研究，在对已有情绪工作定义分析的基础上，对教师情绪工作作出了操作性定义；通过对已有文献和测量工具的分析，编制了中小学教师情绪工作量表；运用自编的量表测量分析了我国中小学教师情绪工作的特征；借鉴已有的相关研究的方法，探讨了中小学教师情绪工作与情绪智力和职业承诺的关系，分析中小学教师情绪工作对其工作满意度、职业倦怠、教学效能感的影响；运用社会认知研究范式，探索出中小学教师中两种主要情绪工作类型的认知特点(编码特点和再认特点)。整个研究由8个部分组成，根据研究结果与分析得出了如下研究结论： 1．我国中小学教师在工作中有正性和负性两种情绪体验。正性情绪分量表测量结果显示：近五成的人是精力充沛、全神贯注、欣然投入的状态；近五成的人是缺乏动力、缺乏热情的状态。负性情绪分量表测量结果显示：78.5％的教师处于平和与宁静的状态；有13.5％的人处于心情低落、愤怒、恐惧、紧张、羞愧或烦躁等负性情绪中。 2．以教师为焦点的教师情绪工作是包括表面行为、主动深度行为和被动深度行为在内的三维结构。本研究编制的中小学教师情绪工作问卷有较好的信度和效度。 3．我国中小学教师对三种情绪工作策略都有使用。采用表面行为的教师占被调查者的32.2％，采用主动深度行为的教师占被调查者70.5％，采用被动深度行为的教师占被调查者的82.4％。有大约70％—85％的教师在学校的教育教学活动中经常采用主动深度行为或被动深度行为两种策略。教师的年龄和课时量是影响教师情绪工作较大的人口统计学变量。 4．在中小学教师情绪工作的影响因素中，教师的表面行为与教师的情绪智力和职业承诺相关不显著。教师的主动深度行为和被动深度行为与教师的情绪智力和职业承诺的大部分维度存在显著的相关。教师情绪智力、教师职业承诺的不同维度对教师情绪工作各维度有不同影响。 5．教师的表面行为与教学效能感和职业倦怠中部分维度关系密切。教师的主动深度行为和被动深度行为与个人效能、工作满意度和职业倦怠有密切的联系；从整体上看，无论是直接影响还是间接影响，被动深度行为的影响力都比主动深度行为的影响力大。 6．对我国中小学教师中存在最多的两种情绪工作类型的认知实验表明，在负性条目的编码量上双高组(高被动/高主动深度行为组)和高被动组(高被度深度行为组)无显著性差异，负性偏向都较少。双高组和高被动组在正性和中性条目的编码上都有编码正偏向。与高被动组相比，，双高组对正性条目更敏感，而且更容易将中性条目编码为正性条目。在再认上，双高组的正性条目再认量显著性高于高被动组，在中性和负性条目上两组被试没有显著性差异。
[Abstract]:Emotional work is a new field of emotional psychology, a new field of teacher's emotion work is the research of educational psychology. With the psychological science to the human inner world in-depth exploration, more and more researchers and theorists began to pay attention to the importance of emotion in people's daily life and work. The primary and secondary school teachers, the emotion work not only affects their own the physical and mental health, work performance, but also to the physical and mental health of students, affect the academic achievement.
Since 1979, Hochschild proposed the concept of emotional work, foreign researchers have carried out many studies on emotion work, but most of these studies focused on employees, executives or service employees. Although in 1983 Hochschild according to the definition of emotion work and emotional work burden level puts forward six kinds of occupation needs emotion work on their work are among the teachers, but in the actual research, the research on teacher's emotion work especially the empirical research is rare. The emotional work research is more lack, nearly two years to scattered several articles on the emotional work review articles from the study. The content point of view, the current research on the emotional work at home and abroad mainly in the following aspects: the definition of emotion work structure, measuring tools; impact due to emotional work The effect variables of emotional work; the regulating and intermediate variables of emotional work.
This study is exploratory research of teacher's emotion work, based on the analysis of the existing definitions of emotional work, make the operational definition of teacher's emotion work; through the analysis of literatures and measurement tools, the teachers' emotional labor scale in primary and middle schools; using self compiled scale measurement and analysis of the characteristics of teachers' emotion work our primary and secondary schools; reference methods of existing studies, discusses the relationship between teachers' emotion work and emotional intelligence and Occupation Commitment of primary and secondary school teachers, analysis of emotional work and job satisfaction, occupation burnout, influence the teaching efficacy; the use of social cognitive paradigm to explore the cognitive characteristics of two major types of teachers' emotion work in elementary and middle schools (encoding characteristics and recognition features).
The whole study is composed of 8 parts. According to the results and analysis of the research, the conclusions are drawn as follows:
1. of China's primary and secondary school teachers in the work of a positive and negative emotional experience. Two kinds of positive emotion scale shows that nearly 50% people are full of go, be absorbed in, gladly work; nearly 50% people are lack of motivation, lack of enthusiasm. Negative emotion scale shows 78.5% are in a state of peace and quiet; 13.5%
People are in negative emotions such as low mood, anger, fear, tension, shame or irritability.
2., teachers focused on Teachers' emotional work is a three-dimensional structure including surface behavior, active deep behavior and passive deep behavior. The questionnaire prepared by this study has good reliability and validity.
3. of our teachers have to use three kinds of emotion work strategies. 32.2% of the respondents use the surface behavior of teachers, respondents accounted for 70.5% of the active deep behavior of teachers, often using active deep acting and passive deep behavior using passive deep behavior teachers accounted for respondents 82.4%. about 70% 85% of the teachers in the school education teaching activities in two strategies. Age and class hours of teachers is the effect of teacher's emotion work large demographic variables.
In the 4. factors of teacher's emotion work in surface behavior and teachers' emotional intelligence and occupation commitment significantly. There is significant correlation dimension of most active deep acting and passive deep behavior and teachers' emotional intelligence and occupation commitment. Teachers' emotional intelligence, teachers have different dimensions of occupation commitment the different influence on each dimension of teacher's emotion work.
The surface behavior of 5. teachers and teaching efficacy and occupation burnout in some dimensions. There is close relationship between active deep acting and passive deep behavior and personal effectiveness, is closely related to job satisfaction and occupation burnout; on the whole, either directly or indirectly affect the behavior, passive deep influence than active depth the influence of the behavior.
6. of the cognitive tests of two kinds of emotional work up to the type of existence of primary and secondary school teachers in China showed that the negative to the encoding amount of double high group (high passive / active deep acting group) and group (high degree is high passive deep acting group) had no significant difference, negative bias is less double group and passive group. High in the positive and neutral items have positive bias encoding encoding. Compared with passive group, high group is more sensitive to the positive items, but is more likely to be neutral item encoding positive entries. In recognition, positive items group recognition was significantly high higher than the high passive group in neutral and negative items on the subjects of the two groups had no significant difference.

【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G443

【引证文献】