情绪调节方式及其对幼儿教师工作满意度的影响研究

发布时间：2018-03-06 21:19

本文选题：情绪调节方式　切入点：幼儿教师　出处：《西南大学》2007年硕士论文　论文类型：学位论文

【摘要】： 幼儿教师工作满意度是幼儿教师对所从事的职业、工作条件与状况的一种总体感受和态度。幼儿教师工作满意度受很多方面的影响，从个体因素来讲，情绪调节方式在一定程度上影响着工作满意度。本研究试图考察幼儿教师情绪调节方式的主要特点及其对工作满意度的影响，为从教师自身寻找提升工作满意度的方法进行初步探索。本研究以自编《幼儿教师工作满意度调查问卷》和《幼儿教师情绪调节方式问卷》为测量工具，通过整群抽样和分层抽样的方式对部分城市360名幼儿教师进行问卷调查。主要结论如下： (1)幼儿教师使用六种情绪调节方式的频率由高到低依次为：解决问题、寻求支持、积极重评、情绪替代、容忍、退避。 (2)不同婚姻状况的幼儿教师使用情绪调节方式不存在显著性差异。 (3)不同性别的幼儿教师仅在情绪替代这一调节方式上存在显著性差异，男教师使用情绪替代的频率显著高于女教师。 (4)不同教龄的幼儿教师在解决问题、退避和容忍层面上存在显著性差异。教龄5年及以内的教师在解决问题层面得分最高，在退避和容忍层面得分最低。 (5)不同文化程度的幼儿教师仅在解决问题层面存在显著性差异，大专组教师得分最高。 (6)情绪调节方式与幼儿教师工作满意度呈相关关系，，其中积极重评、情绪替代、寻求支持和解决问题与工作满意度呈正相关；退避和容忍与工作满意度呈负相关；情绪调节方式使用频率高低分组之间在工作满意度上存在显著性差异。 (7)容忍和情绪替代这两种调节方式对工作满意度有直接影响，积极重评、寻求支持和退避对工作满意度有间接影响。
[Abstract]:Preschool teachers' job satisfaction is a kind of general feeling and attitude towards the occupation, working conditions and status of preschool teachers. The job satisfaction of preschool teachers is affected by many aspects, in terms of individual factors, To a certain extent, emotional regulation mode affects job satisfaction. This study attempts to investigate the main characteristics of emotional regulation style of preschool teachers and its influence on job satisfaction. In order to find ways to improve job satisfaction from teachers themselves. In this study, a self-designed questionnaire on preschool teachers' job satisfaction and a questionnaire on preschool teachers' emotional regulation style were used as measurement tools. A questionnaire survey was conducted among 360 preschool teachers in some cities by cluster sampling and stratified sampling. The main conclusions are as follows:. 1) the frequency of using the six kinds of emotional regulation methods is as follows: problem solving, seeking support, positive re-evaluation, emotional substitution, tolerance and retreat. (2) there was no significant difference in emotional regulation among preschool teachers with different marital status. (3) there were significant differences only in emotional substitution among male and female preschool teachers, and the frequency of male teachers using emotional substitution was significantly higher than that of female teachers. (4) there were significant differences in problem-solving, retreat and tolerance among teachers of different teaching years. Teachers with five years or less had the highest scores at the problem solving level, and the lowest scores at the level of retreat and tolerance. (5) there were significant differences only in problem-solving level among preschool teachers with different education levels, and the teachers in the junior college group had the highest scores. (6) there is a positive correlation between emotional regulation style and job satisfaction of preschool teachers, in which positive re-evaluation, emotional substitution, seeking support and problem-solving are positively correlated with job satisfaction, avoidance and tolerance are negatively correlated with job satisfaction. There was significant difference in job satisfaction between high and low groups of using frequency of emotion regulation. 7) tolerance and emotional substitution have direct influence on job satisfaction, and positive reassessment, seeking support and retreat have indirect effects on job satisfaction.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G615

【相似文献】