中小学教师自我情绪智力与职业幸福感的关系研究

发布时间：2019-01-21 17:03

【摘要】：由于情绪智力理论的不断发展,越来越多的学者开始研究情绪智力对个体的生活、工作等方面的影响。而教师,作为高情绪投入者和表达者,其情绪智力的高低不仅影响着自身的心理健康水平,也会影响到学生的心理健康水平。自我情绪智力是指向个体内部的,加工自己情绪的能力,而职业幸福感也是个体在工作中内心体验到的一种愉悦感受。因此探讨教师的情绪智力与职业幸福感的关系就很有必要。本文首先对情绪智力理论和教师职业幸福感的研究现状进行了简要的回顾,并指出了已有研究中存在的问题,随后提出自己的想要考察的问题。其次,根据情绪智力三维结构中加工自己情绪信息的能力理论部分编制了中小学教师自我情绪智力量表。采用自编的量表和中小学教师职业幸福感量表,分析中小学教师的自我情绪智力现状、职业幸福感现状以及两者之间的关系,研究结论主要有:(1)自编的中小学教师自我情绪智力量表具有较好的信效度,可以作为测量中小学教师自我情绪智力的工具。该量表共有25个条目,分为感知和体验自己积极情绪的能力、感知和体验自己消极情绪的能力、表达和评价自己积极情绪的能力、表达和评价自己消极情绪的能力、调节和控制自己积极情绪的能力和调节和控制自己消极情绪的能力六个维度。(2)中小学教师自我情绪智力整体发展较好,且自我情绪智力及其维度在部分人口学变量上存在显著差异。(3)中小学教师职业幸福感高于平均水平。(4)中小学教师职业幸福感在是否任教毕业班、婚姻状况和周课时数人口学变量上差异显著。(5)中小学教师自我情绪智力与职业幸福感及其工作满意度和积极情感维度呈显著正相关,与消极情感呈显著负相关。(6)中小学教师自我情绪智力能够正向预测其职业幸福感。
[Abstract]:Due to the development of the theory of emotional intelligence, more and more scholars have begun to study the influence of emotional intelligence on the life and the work of the individual. The teacher, as the high-emotion input and the expression, the emotional intelligence of the teacher not only affects the level of self-health, but also affects the student's mental health level. Self-emotional intelligence is the ability of the individual to process his own emotions, and the professional well-being is also a pleasant feeling of the individual's inner experience in the work. Therefore, it is necessary to study the relationship between the teacher's emotional intelligence and the professional well-being. In this paper, the present situation of the research on the theory of emotional intelligence and the professional well-being of the teachers is briefly reviewed, and the problems existing in the existing research are pointed out. Secondly, according to the ability theory part of the three-dimensional structure of the emotional intelligence, the self-emotional intelligence scale of the primary and middle school teachers is developed. Based on the self-designed scale and the professional well-being of teachers in primary and secondary schools, the present situation of self-emotional intelligence, the present situation of professional well-being of primary and secondary school teachers and the relationship between them are analyzed, and the conclusions are as follows: (1) The self-designed self-emotional intelligence scale of primary and secondary school teachers has good faith-effect, and can be used as a tool to measure the self-emotional intelligence of primary and secondary school teachers. The scale has 25 entries, which are divided into the ability to sense and experience their own positive emotions, the ability to sense and experience their negative emotions, the ability to express and evaluate their positive emotions, the ability to express and evaluate their negative emotions, The ability to regulate and control their positive emotions and the ability to regulate and control their negative emotions are six dimensions. (2) The overall development of the self-emotional intelligence of primary and middle school teachers is good, and the self-emotional intelligence and its dimension have significant differences in some demographic variables. (3) The professional well-being of the teachers in primary and secondary schools is higher than the average. (4) The teacher's professional well-being in primary and secondary schools has a significant difference in the demography variables of the teaching, the marital status and the weekly hours. (5) The self-emotional intelligence of primary and middle school teachers is positively correlated with their job satisfaction and positive emotional dimension, and negatively related to negative emotion. (6) The self-emotional intelligence of primary and middle school teachers can predict their professional well-being in the forward direction.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.3

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