中小学教师工作家庭冲突与暴力态度：情绪智力和社会支持的中介作用

发布时间：2018-05-18 07:05

本文选题：工作家庭冲突 + 暴力态度　；参考：《四川师范大学》2017年硕士论文

【摘要】：自工作家庭冲突这一概念问世,就在组织行为学、管理学、社会学、心理学等众多领域引起了极大关注,上世纪80年代以来,国外更是兴起了工作家庭冲突的研究热潮。我国对于工作家庭冲突的研究比西方落后了一二十年,对工作家庭冲突的相关研究还待扩展和深化。作为个体感受到的压力源之一,工作家庭冲突存在于形形色色的社会职业之中,而中小学教师这一群体由于其职业特殊性,在工作中要做辛勤的园丁、燃烧的蜡烛、学生的良师益友,回归家庭生活时要做称职的伴侣、慈爱的父母、孝顺的子女,他们担负着这些多重角色带来的压力、责任与义务。而近年来国内关于中小学教师体罚、辱骂学生、家暴家庭成员的报道屡见不鲜,这些暴力行为的背后折射出教师的暴力态度。因此在我国“十三五”大背景下、以教育改革现阶段的实情为依据,结合其他中介变量深入探究中小学教师工作家庭冲突与暴力态度之间的关系有重大理论意义和实际应用价值。本研究在对工作家庭冲突、暴力态度、情绪智力和社会支持的概念、测量工具、相关理论及已有研究述评的基础上,以重庆市巫溪县、巫山县、奉节县十几所城乡中小学的部分教师为对象,在探究工作家庭冲突与暴力态度关系的基础上,引入情绪智力和社会支持这两个变量,进一步分析了情绪智力及社会支持在中小学教师工作家庭冲突和暴力态度之间的中介作用。通过对525名中小学教师的调查问卷分析,本研究得到下述结论:(1)中小学教师工作家庭冲突、暴力态度、情绪智力与社会支持在部分人口学变量上的差异具有统计意义。(2)中小学教师工作家庭冲突、暴力态度、情绪智力与社会支持四者之间相关性均较高:中小学教师工作家庭冲突与暴力态度呈显著正相关;情绪智力与社会支持呈显著正相关:情绪智力和社会支持分别作为个体心理资源和外部重要资源与工作家庭冲突和暴力态度之间均呈显著负相关;(3)中小学教师工作家庭冲突、情绪智力、社会支持对其暴力态度均存在预测(4)中小学教师情绪智力和社会支持在工作家庭冲突和暴力态度之间起部分中介作用。
[Abstract]:Since the concept of work-family conflict came out, it has aroused great concern in many fields such as organizational behavior, management, sociology, psychology and so on. Since 1980s, there has been an upsurge in the research of work-family conflict in foreign countries. The study of work-family conflict in China is ten or twenty years behind that in the west, and the related research on work-family conflict needs to be expanded and deepened. As one of the individual sources of stress, work-family conflicts exist in a variety of social occupations, and the group of primary and secondary school teachers, due to their professional particularity, have to be hard gardeners and burning candles in their work. Teachers and friends of students should return to their family life as competent partners, loving parents, and filial children, who bear the pressure, responsibility and obligation of these multiple roles. In recent years, reports of corporal punishment, abuse of students and family members of domestic violence by teachers in primary and secondary schools are common, which reflects teachers' violent attitude behind these acts of violence. Therefore, against the background of the 13th Five-Year Plan, the current situation of education reform is taken as the basis. It is of great theoretical significance and practical value to explore the relationship between work-family conflict and violent attitude of primary and secondary school teachers with other intermediary variables. Based on the concepts of work-family conflict, violent attitude, emotional intelligence and social support, measurement tools, relevant theories and previous research reviews, this study was based on Wushan County, Wushan County, Chongqing City. On the basis of exploring the relationship between work-family conflict and violent attitude, some teachers in more than a dozen primary and secondary schools in Fengjie County introduced two variables, emotional intelligence and social support. Furthermore, the mediating role of emotional intelligence and social support between teachers' work-family conflict and violent attitude is analyzed. Based on the questionnaire analysis of 525 primary and secondary school teachers, this study draws the following conclusions: (1) work-family conflict and violent attitude of primary and secondary school teachers. The differences between emotional intelligence and social support in some demographic variables have statistical significance. The correlation between emotional intelligence and social support was high: there was a significant positive correlation between work-family conflict and violent attitude of primary and secondary school teachers; Emotional intelligence was positively correlated with social support: emotional intelligence and social support, as individual psychological resources and external important resources, were negatively correlated with work-family conflict and violent attitude respectively. (4) emotional intelligence and social support of primary and secondary school teachers play an intermediary role between work-family conflict and violent attitude.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.3

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