幼儿教师主观幸福感、心理健康与应对方式的关系  

The Correlation Between Subjective Well-being,Mental Health and Coping Style of the Preschool Teachers

作　　者：张长英[1] 宗鸣霞[1] 

机构地区：[1]江苏技术师范学院教育学院心理学系,江苏常州213001

出　　处：《健康研究》2010年第3期194-197,共4页Health Research

基　　金：江苏省高校哲学社会科学研究基金(09SJDXLX001);江苏省高校哲学社会科学研究基金(06SJD880035)

摘　　要：目的探讨幼儿教师主观幸福感、心理健康的现状,及其与应对方式的关系。方法采用主观幸福感量表、SCL-90和应对方式问卷对220名幼儿教师进行问卷调查。结果幼儿教师主观幸福感、心理健康状况呈中上水平;10年教龄以上的,受教育程度大专以下的中年教师在积极情绪上显著低于其他教师(P<0.05),并且10年以上教龄的教师在躯体化和抑郁、焦虑症状上显著高于其他教龄的教师(P<0.05);成熟型和不成熟型应对方式对主观幸福感、心理健康大多数维度具有显著的预测作用(P<0.05)。结论成熟型应对方式有助于个体主观幸福感的提升和心理健康的维护;不成熟型应对方式则相反。Objective To explore the current situations of subjective well-being and mental health of the preschool teachers and their relationship with coping style. Methods 220 preschool teachers were evaluated with subjective well-being questionaire,SCL-90 and coping style questionaire. Results The preschool teachers＇ overall subjective well-being and mental health are above average level;Middle age teachers who have worked for more than 10 years and education level under junior college have a lower positive mood than other teachers（P〈0.05）;Teachers who have worked for more than 10 years have more symptoms of somzatization,depress and anxiety than the other teachers（P〈0.05）.Mature and immature coping styles on subjective well-being and mental health dimensionality have significant predictive effect（P〈0.05）. Conclusion Mature coping styles were found to be associated with improvement of subjective well-being and maintainance of mental health,whereas immature coping styles have the contrary effect.

关 键 词：幼儿教师 主观幸福感 心理健康 应对方式 

分 类 号：G710[文化科学—职业技术教育学]