认知重评团体辅导对中学教师情绪工作策略的干预研究

发布时间：2018-04-17 01:24

本文选题：中学教师 + 认知重评　；参考：《天津师范大学》2014年硕士论文

【摘要】：目的：本研究以天津市某中学的教师为研究对象,在调查其情绪工作现状的基础上,探讨使用以认知重评团体辅导对中学教师情绪工作策略进行十预的有效性。方法：采用“中小学教师情绪工作量表”,对天津市某中学的110名教师进行调查,收回有效问卷104份。选择符合条件的被试共10人,随机选取5人为实验组,5人为对照组。实验组进行为期四周的团体辅导,每周一次,每次一个半小时；对照组不做处理。实验组对照组统一进行前后测;干预结束后,请实验组被试对干预效果进行主观评价。结果：(1)天津市某中学的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26.9%,采用主动深度行为的教师占被调查者的77.9%,采用被动深度行为的教师占被调查者的88.5%。男女教师除在被动深度行为上存在显著的性别差异,且女教师平均分高于男教师外,其他两个维度无性别差异。班主任与非班主任在三个维度上均无差异。(2)干预研究后,对实验组和对照组被试前测和后测的差值进行差异比较,结果显示,在表面行为维度,差异显著(p0.05),在主动深度行为维度,差异显著(p0.05),而在被动深度行为维度,无显著差异(p0.05)。结论：(1)采用表面行为作为情绪工作策略的教师占一定比例,应对中学教师进行情绪工作策略的干预研究。(2)对中学教师的情绪工作策略进行认知重评团体辅导,能有效减少他们使用表面行为策略,而采取主动深度行为策略来调整情绪。
[Abstract]:Objective: based on the investigation of the current situation of emotional work of a middle school teacher in Tianjin, this study explored the effectiveness of using cognitive reassessment group tutoring for emotional work strategies of middle school teachers.Methods: 110 teachers in a middle school in Tianjin were investigated by using the "emotional workload Table of Primary and Middle School Teachers", and 104 valid questionnaires were collected.Ten eligible subjects were selected and 5 were randomly selected as experimental group and 5 as control group.The experimental group received group counseling for four weeks, once a week for one and a half hours, while the control group did not do any treatment.After the intervention, the subjects of the experimental group were asked to make subjective evaluation on the effect of intervention.Results A middle school teacher in Tianjin used all three emotional work strategies.Teachers with superficial behavior accounted for 26.9% of respondents, teachers with active depth behavior accounted for 77.9%, teachers with passive depth behavior accounted for 88.5% of respondents.There were significant gender differences in passive depth behavior between male and female teachers, and the average score of female teachers was higher than that of male teachers, but there was no gender difference in the other two dimensions.After the intervention study, the difference between pre-test and post-test of experimental group and control group was compared. The results showed that, in the surface behavior dimension, there was no difference in three dimensions between head teacher and non-head teacher.The difference was significant in the active depth behavior dimension and in the passive depth behavior dimension, but no significant difference was found in the passive depth behavior dimension.Conclusion: (1) A certain proportion of teachers adopt superficial behavior as emotional work strategies. The intervention study of emotional work strategies should be carried out by middle school teachers. (2) Cognitive reassessment group counseling for emotional work strategies of middle school teachers should be carried out.They can effectively reduce the use of superficial behavior strategies, and take active deep behavior strategies to adjust their emotions.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.3

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