幼儿教师情绪调节方式与工作倦怠的关系研究
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摘要
目的揭示河南省幼儿教师情绪调节方式和工作倦怠的现状,探讨幼儿教师情绪调节方式和工作倦怠在人口统计学变量上的差异,了解幼儿教师情绪调节方式和工作倦怠之间的关系,并进一步探讨情绪调节方式对工作倦怠的预测作用。
方法选取河南省部分幼儿园作为被试,采用自编幼儿教师情绪调节方式问卷和Maslach教师职业倦怠量表进行施测,收集数据后对幼儿教师情绪调节方式和工作倦怠在人口统计学变量上进行t检验和单因素方差分析,并对情绪调节方式和工作倦怠进行相关和回归分析。数据采用SPSS18.0软件进行统计分析。
结果1.幼儿教师情绪调节方式五个因子总的方差贡献率为48.376%。2.不同婚姻状况的幼儿教师在人际支持、自我抑制、情绪转移、行为宣泄维度上存在显著差异(p<0.01),在低成就感维度上存在显著差异(p<0.01)。3.不同教龄的幼儿教师在人际支持、情绪转移、行为宣泄维度上存在显著差异(p<0.01),在情感枯竭、去个性化和低成就感三个维度上存在显著差异(p<0.01)。4.不同文化程度的教师在认知重评维度上存在显著差异(p<0.01)。5.不同收入的幼儿教师在认知重评、情绪转移、行为宣泄维度上存在显著差异,在情感枯竭维度上存在显著差异(p<0.01)。6.不同所在地的幼儿教师在人际支持、自我抑制、情绪转移、行为宣泄维度上存在显著差异(p<0.01),在情感枯竭、去个性化、低成就感三个维度上存在显著差异(p<0.01)。7.情绪调节方式各个维度与工作倦怠呈显著相关。8.人际支持、认知重评、情绪转移、行为宣泄这四种情绪调节方式与工作倦怠成负相关,得分越高,工作倦怠程度越低；自我抑制与工作倦怠成正相关,得分越高,工作倦怠程度越高。9.幼儿教师情绪调节方式的五个维度联合预测工作倦怠各个维度的变异量在12.6%-22.6%之间。
结论1.幼儿教师情绪调节方式问卷包含人际支持、认知重评、自我抑制、情绪转移、行为宣泄5个维度。2.不同人口统计学变量在幼儿教师情绪调节方式和工作倦怠各个维度上存在不同程度的差异。3.幼儿教师情绪调节方式与工作倦怠显著相关。4.幼儿教师情绪调节方式对工作倦怠有一定的预测力。认知重评和情绪转移这两个维度对工作倦怠有重要的影响。
Purpose This thesis is on the purpose of reveal the emotion regulation and the job burnout of preschool teachers in Henan province,and investigate the influence of demographievariables,Meanwhile,it analyzes the relationship between emotion regulation and job burnout and the predietion on job burnout by organizational commitment.
Methods Counselors from some Henan kindergarten were investigated by self-developed organizational commitment questioimaire of kindergarten teachers' emotion regulation questionnaire and scale Maslach teachers occupational fatigue.The collected data were analyzed in T test and one-way ANOVA with demographic variables, and gives ome correlation and regression analyses on emotion regulation and job Burnout.
Results1.The five factors of preschool teachers'emotion regulation account for48.376%of the total varianee.2.There is great difference between the married and un-married preschool teachers in the five emotion regulation types(P<0.01).3.There are significant differences in interpersonal support,emotion transfer and behavior catharsis dimension for preschool teachers with different working years(P<0.01). There are great differences in personalized,emotional exhaustion and personal accomplishment dimension for preschool teachers with different working years(P<0.01).4.There is significant difference in cognitive evaluation for preschool teachers with different education(P<0.01).5.There is significant difference in cognitive evaluation,emotion transfer,behavior catharsis and emotional exhaustion dimension for preschool teachers with different income(P<0.01).There are significant differences in interpersonal support,self restraint,emotion transfer and behavior catharsis dimension for preschool teachers with diffcrent lcation(P<0.01). There are great differences in personalized,emotional exhaustion and personal accomplishment dimension for preschool teachers with different lcation(P<0.01).7.There are significant correlations between emotionregulation types and job burnout for preschool teachers(P<0.01).8.Interpersonal support,cognitive evaluation,emotion transfer and behavior catharsis,these four types of emotion regulation negative correlation with job Burnout, the higher the score, the lower the level of job Burnout;self restraint is positively correlated with job burnout,the higher the score,the higher the level of job Burnout.9.The five dimensions of organizational commitment can predict12.6%-22.6%of the varianee of job's eaeh dimension.
Conclusion1.This study finds that self-developed organizational commitment questioimaire of kindergarten teachers consists of interpersonal support,cognitive evaluation,self restraint,emotion transfer and behavior catharsis dimension.2.The results show that demography variables cast different influential faetors on the different dimensions of emotion regulation and job burnout of kindergarten teachers'.3.There are significant correlations between emotion regulation types and job burnout for preschool teachers.4.Emotion regulation of kindergarten teachers'can in some way prediet job burnout.Cognitive evaluation and emotion transfer these two dimensions have important effects on job burnout.
方法选取河南省部分幼儿园作为被试,采用自编幼儿教师情绪调节方式问卷和Maslach教师职业倦怠量表进行施测,收集数据后对幼儿教师情绪调节方式和工作倦怠在人口统计学变量上进行t检验和单因素方差分析,并对情绪调节方式和工作倦怠进行相关和回归分析。数据采用SPSS18.0软件进行统计分析。
结果1.幼儿教师情绪调节方式五个因子总的方差贡献率为48.376%。2.不同婚姻状况的幼儿教师在人际支持、自我抑制、情绪转移、行为宣泄维度上存在显著差异(p<0.01),在低成就感维度上存在显著差异(p<0.01)。3.不同教龄的幼儿教师在人际支持、情绪转移、行为宣泄维度上存在显著差异(p<0.01),在情感枯竭、去个性化和低成就感三个维度上存在显著差异(p<0.01)。4.不同文化程度的教师在认知重评维度上存在显著差异(p<0.01)。5.不同收入的幼儿教师在认知重评、情绪转移、行为宣泄维度上存在显著差异,在情感枯竭维度上存在显著差异(p<0.01)。6.不同所在地的幼儿教师在人际支持、自我抑制、情绪转移、行为宣泄维度上存在显著差异(p<0.01),在情感枯竭、去个性化、低成就感三个维度上存在显著差异(p<0.01)。7.情绪调节方式各个维度与工作倦怠呈显著相关。8.人际支持、认知重评、情绪转移、行为宣泄这四种情绪调节方式与工作倦怠成负相关,得分越高,工作倦怠程度越低；自我抑制与工作倦怠成正相关,得分越高,工作倦怠程度越高。9.幼儿教师情绪调节方式的五个维度联合预测工作倦怠各个维度的变异量在12.6%-22.6%之间。
结论1.幼儿教师情绪调节方式问卷包含人际支持、认知重评、自我抑制、情绪转移、行为宣泄5个维度。2.不同人口统计学变量在幼儿教师情绪调节方式和工作倦怠各个维度上存在不同程度的差异。3.幼儿教师情绪调节方式与工作倦怠显著相关。4.幼儿教师情绪调节方式对工作倦怠有一定的预测力。认知重评和情绪转移这两个维度对工作倦怠有重要的影响。
Purpose This thesis is on the purpose of reveal the emotion regulation and the job burnout of preschool teachers in Henan province,and investigate the influence of demographievariables,Meanwhile,it analyzes the relationship between emotion regulation and job burnout and the predietion on job burnout by organizational commitment.
Methods Counselors from some Henan kindergarten were investigated by self-developed organizational commitment questioimaire of kindergarten teachers' emotion regulation questionnaire and scale Maslach teachers occupational fatigue.The collected data were analyzed in T test and one-way ANOVA with demographic variables, and gives ome correlation and regression analyses on emotion regulation and job Burnout.
Results1.The five factors of preschool teachers'emotion regulation account for48.376%of the total varianee.2.There is great difference between the married and un-married preschool teachers in the five emotion regulation types(P<0.01).3.There are significant differences in interpersonal support,emotion transfer and behavior catharsis dimension for preschool teachers with different working years(P<0.01). There are great differences in personalized,emotional exhaustion and personal accomplishment dimension for preschool teachers with different working years(P<0.01).4.There is significant difference in cognitive evaluation for preschool teachers with different education(P<0.01).5.There is significant difference in cognitive evaluation,emotion transfer,behavior catharsis and emotional exhaustion dimension for preschool teachers with different income(P<0.01).There are significant differences in interpersonal support,self restraint,emotion transfer and behavior catharsis dimension for preschool teachers with diffcrent lcation(P<0.01). There are great differences in personalized,emotional exhaustion and personal accomplishment dimension for preschool teachers with different lcation(P<0.01).7.There are significant correlations between emotionregulation types and job burnout for preschool teachers(P<0.01).8.Interpersonal support,cognitive evaluation,emotion transfer and behavior catharsis,these four types of emotion regulation negative correlation with job Burnout, the higher the score, the lower the level of job Burnout;self restraint is positively correlated with job burnout,the higher the score,the higher the level of job Burnout.9.The five dimensions of organizational commitment can predict12.6%-22.6%of the varianee of job's eaeh dimension.
Conclusion1.This study finds that self-developed organizational commitment questioimaire of kindergarten teachers consists of interpersonal support,cognitive evaluation,self restraint,emotion transfer and behavior catharsis dimension.2.The results show that demography variables cast different influential faetors on the different dimensions of emotion regulation and job burnout of kindergarten teachers'.3.There are significant correlations between emotion regulation types and job burnout for preschool teachers.4.Emotion regulation of kindergarten teachers'can in some way prediet job burnout.Cognitive evaluation and emotion transfer these two dimensions have important effects on job burnout.
引文
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Brenner. E. M., Salovey, P. (1997). Emotion regulation during childhood:Developmental Interpersonal, and individual consideration. In Peter Salovey, D. J. Sluyter (Eds), Emotional Development and Emotion Intelligence, Educational Implications (pp.168-192). BasicBooks:A Division of Harper Collins Publishers.
Cherniss R M. (1999). Stress pressure and burnout in teachers:Is the swan exhausted. Medical Teaches,21 (3),245-247.
Cross, J. J. (2002). Emotion regulation:affective, cognitive, and social consequence. Psychophysiology,39,281-291.
Cicchetti D, Ackerman B P, Izard C E. (1995). Emotions and emotion regulation in developental psychopathology. Developent and Psychopathology,7,1-10.
Cordes CL, Dougherty TW. (1993). A review and integration of research on job burnout. Aeadent of Managemeng Review,18,621-656.
Chau S. L., Dahling J. J., Levy, P. E. (2009). A predictive study of emotional labor and turnover. Journal of Organizational Behavior,30,1151-1163.
CoIe P M, Michel MK, Teti L O. (1999). Emotion of emotion regulation and deregulantion: A clinical perspective. In Fox, N A(Ed), The development of emotion Biological and behavioral considerations:Monographs of the society ofreserach in Child Development (pp.73-100). NewYork:Guilford.
Dodge K A. (1989). Coordinating reponse to aversive stimuli:Introduction to a special section on the development of emotion regulation. Development psychology,25 (3),339-342.
Dodge, K. A, Garder, J. (1991). Domains of emotion regulation. In J. Garden KA. Dodge(Eds), The Development of Emotion Regulation and Dysregulation Cambridge (p.13). NewYork:University Press.
Diefendorff J. M., Greguras G. J. (2008). Contextualizing emotional display rules:Examining the roles of targets and discrete emotions in shaping display rule perceptions. Journal of Management,35,880-898.
FreudenbergerH. J. (1974). Staff bum-out. Journal of Social Issues,30 (1),159-165.
Folkman S, Lazarus S R. (Eds). (1988). Manual of the ways of coping Questionnaire. Palo Auto:Consulting Psychologist Press.
Gross, J. J. (1991). Antecedent and response focused emotion egulation:Divergent consequences for experience, expressive, and physiology. Jounral of Personality and Social Psychology,74 (1),224-237.
Gross, J. J. (1998). The emerging field of emotion regulation:An integrative review. Review of General Psychology,2 (3),271-299.
Gross, J. J. (1999). Emotion and emotion regulation. In L A Pervin, O P Johned (Eds), Handbook of personality:Theory and Research (pp.525-552). New York:Guilford.
Grandey A.A.. (2000). When "The show must go on":Surface acting and deep acting as determinants of emotional exhaustion and peer-rated service delivery. Academy of Management Journal,46,86-96.
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