情绪调节策略对教师工作投入的影响——课堂情绪和教师效能感的中介作用  

The Effect of Teacher Emotion Regulation Strategies on Work Engagement——The Mediation Effects of Classroom Emotion and Teacher Efficacy

作　　者：胡琳梅[1] 张扩滕[1] 龚少英[1] 李晔[1] 

机构地区：[1]华中师范大学心理学院,湖北武汉430079

出　　处：《教师教育研究》2016年第1期49-54,共6页Teacher Education Research

基　　金：教育部人文社科一般项目(13YJA190005);中央高校基本科研业务费专项资金项目(CCNU15ZD013);湖北省信息化与基础教育均衡发展协同创新研究中心项目;湖北省高校教研项目(2013081)

摘　　要：本研究采用问卷法调查了503名中小学教师,考察课堂情绪和教师效能感在情绪调节策略与工作投入之间的中介作用。结果发现:(1)认知重评策略不仅能直接正向地预测工作投入,也能通过积极、消极课堂情绪及教师效能感间接预测工作投入,还可通过积极、消极课堂情绪经教师效能感的多重中介间接预测工作投入。(2)表达抑制策略不能直接预测工作投入,但能通过积极课堂情绪间接预测工作投入,也可通过积极课堂情绪经效能感的多重中介间接预测工作投入。The present study investigated the mediation effects of classroom emotion and teacher efficacy on the relationship between emotion regulation strategies and work engagement. Five hundred and three teachers were tested with questionnaires. The results indicated that：（ 1） the relationship between cognitive reappraisal strategy and work engagement could be partially mediated by positive emotion,negative emotion and teacher efficacy. On the one hand,cognitive reappraisal strategy can affect work engagement directly. On the other hand,cognitive reappraisal strategy can affect work engagement positively through positive emotion,negative emotion and teacher efficacy,respectively. In addition,cognitive reappraisal strategy can affect work engagement positively via the indirect way which positive emotion and negative emotion influence teacher efficacy.（ 2） Expressive suppression strategy cannot directly predict work engagement; however,this strategy can affect work engagement not only through positive emotion,but also via the indirect way which positive emotion influence teacher efficacy.

关 键 词：认知重评 表达抑制 课堂情绪 教师效能感 工作投入 

分 类 号：G443[哲学宗教—心理学]