中学教师幸福感状况及与社会支持的相关性

发布时间：2018-04-17 15:43

本文选题：幸福 + 社会支持　；参考：《中国组织工程研究与临床康复》2007年17期

【摘要】：目的:通过调查了解中学教师的主观幸福感和社会支持情况以及两者之间的关系,为有效提高教师的素质提供一定的心理学依据。方法:于2005-07/08从重庆、四川、贵州3个省24所中学里随机整群抽取300名教师为调查对象。采用了幸福感指数量表和社会支持评定量表对中学教师的主观幸福感以及与社会支持之间的关系进行了调查分析。其中幸福感指数量表包括总体情感指数量表和生活满意度问卷。计算总分时将总体情感指数表平均得分与生活满意度问卷的得分(权重为1.1)相加,范围为2.1(最不幸福)～14.7(最幸福)。社会支持评定量表包括主观支持、客观支持和支持的利用度3个因子。结果:发放问卷300份,回收有效问卷284份,男145名,女139名,年龄22～49岁。①方差分析显示,性别在总体情感指数和幸福感指数量表总分上主效应显著(F=12.108,12.198,P0.01),性别、文化程度、工作所在地在生活满意度上主效应显著(F=7.523,9.668,4.230,P0.05～0.01)。进一步的数据分析显示,女性总体情感指数、生活满意度和幸福感指数量表总分高于男性(22.885±8.281,21.366±7.949;3.043±1.056,3.028±1.213;25.928±9.020,24.393±8.980),但是差异并不显著(P0.05)。农村与城市,重点中学与非重点中学教师在总体情感指数、生活满意度和幸福感指数量表总分比较差异均不显著。而学历程度为大专与学历程度为本科的教师在生活满意度上差异接近显著水平(2.400±0.821,3.073±1.161,P=0.051)。②中学教师的主观支持、支持的利用度以及社会支持总分与总体情感指数、生活满意度以及幸福感指数都呈正相关,差异有显著性(r=0.163～0.394,P0.05～0.01)。③采用逐步回归方法发现主观支持对中学教师的幸福感有显著的预测作用。结论:中学教师社会支持状况特别是主观支持对其幸福感有很重要的影响作用。
[Abstract]:Objective: to investigate the subjective well-being and social support of middle school teachers and the relationship between them so as to provide some psychological basis for improving teachers' quality effectively.Methods: a total of 300 teachers were randomly selected from 24 middle schools in Chongqing, Sichuan and Guizhou in August 2005.The subjective well-being of middle school teachers and the relationship between subjective well-being and social support were investigated and analyzed by using the well-being index scale and the social support rating scale.The well-being index scale includes the total affective index scale and the life satisfaction questionnaire.When the total score was calculated, the average score of the total affective index table and the score of life satisfaction questionnaire (weight was 1.1) were added, and the range was 2.1 (the most unhappy was 14.7).The social support rating scale includes three factors: subjective support, objective support and availability of support.Results: three hundred questionnaires were sent out, 284 valid questionnaires (145 males and 139 females) were collected. The variance analysis of age 22 ~ 49 years old showed that the main effect of gender on the total score of total affective index and well-being index was significantly higher than that of FX 12.108 / 12.198 (P 0.01), sex, education level.The main effect on life satisfaction in job location was 7.523 / 9.668 / 4.230p 0.05 / 0.01.Further data analysis showed that the total scores of total affective index, life satisfaction and well-being index in women were higher than those in men (22.885 卤8.281 卤21.366 卤7.9493.043 卤1.056 卤3.028 卤1.21313 25.928 卤9.020 卤24.393 卤8.980), but the difference was not significant (P0.0580).There was no significant difference between rural and urban, key middle school teachers and non-key middle school teachers in total affective index, life satisfaction and well-being index.The difference in life satisfaction between teachers with college degree and undergraduate degree was close to the significant level of 2.400 卤0.821 卤3.073 卤1.161P0. 051. 2 the subjective support, the utilization of support, the total score of social support and the total affective index of middle school teachers.Both life satisfaction and well-being index were positively correlated, and the difference was significant (P < 0.05). The stepwise regression method was used to find that subjective support had a significant predictive effect on the well-being of middle school teachers.Conclusion: the social support of middle school teachers, especially subjective support, plays an important role in their well-being.
【作者单位】：西南大学文化与社会发展学院西南大学文化与社会发展学院
【分类号】：G443

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