中小学教师情绪工作策略与职业幸福感:心理资本的调节作用  

Relationship between Primary and Middle School Teachers' Emotional Work Strategies and Occupational Well-being:On Moderating Effects of Psychological Capital

作　　者：刘文令[1] 陈容[1] 罗小漫[1] 刘燕[1] 刘衍玲[1] 

机构地区：[1]西南大学心理学部心理健康教育研究中心,重庆400715

出　　处：《西南师范大学学报（自然科学版）》2013年第12期152-157,共6页Journal of Southwest China Normal University(Natural Science Edition)

基　　金：西南大学"211"工程国家重点学科基础心理学资助项目(NSKD11059)

摘　　要：以资源守恒理论为基础,采用问卷法考察了515名中小学教师情绪工作策略与职业幸福感的关系,并探讨了心理资本对这一关系的调节作用,其中,教师的情绪工作策略包括表面行为、主动深度行为和被动深度行为.结果表明:①整体上,教师在使用情绪工作策略的时候较多地采用深度行为,教师的职业幸福感和心理资本处于中等偏上的水平.②主动深度行为、被动深度行为与教师的职业幸福感、心理资本显著正相关而表面行为与心理资本显著负相关;心理资本与教师职业幸福感显著正相关.③心理资本分别对主动深度行为、被动深度行为与教师职业幸福感关系的调节作用显著.Based on conservation of resources model,the study deals with the exploration of the relationship between emotional work strategies and occupational well-being,and with the moderation effects of psychological capital by aquestionnaire survey in 515primary and middle school teachers.Teachersemotional work strategies include surface acting,active deep acting and passive deep acting.Results indicate that 1）Totally,teachers used deep acting more often than surface acting,the level of occupational well-being and occupational well-being of teachers is at over middle level.2）Active deep acting strategy and passive deep acting strategy are significantly and positively correlated with teachers occupational well-being and psychological capital.While,Surface acting strategy is significantly and negatively related to psychological capital.Teachers psychological capital is significantly and positively correlated with occupational well-being.3）Teacherspsychological capital can significantly moderate the relation between active deep acting strategy and occupational well-being as well as the relation between passive deep acting strategy and occupational well-being.

关 键 词：情绪工作 职业幸福感 心理资本 中小学教师 

分 类 号：B84[哲学宗教—心理学]