初中教师解释风格与幸福感关系的实证研究——以上海地区初级中学为例  

An Empirical Study on the Relationship between Explanatory Style and Happiness in Junior Middle School Teachers——A Case Study of Junior Middlle Schools in Shanghai

作　　者：周陈妃 项亚光[2] 

机构地区：[1]四川绵阳职业技术学院管理系,四川绵阳621000 [2]上海师范大学教育学院,上海200234

出　　处：《现代基础教育研究》2017年第4期61-69,共9页Research on Modern Basic Education

摘　　要：解释风格是当今积极心理学乐观主义研究取向之一.研究通过运用塞利格曼的“ 解释风格” 理论, 以及综合幸福感问卷调查法和访谈法, 对上海市初中教师解释风格及其与幸福感的关系进行研究, 较深入地探讨了初中教师的乐观心理与幸福感的现状.研究结果表明： 初中教师的总体幸福感与整体乐观解释偏低; 教师解释风格与幸福感存在显著正相关; 积极解释能正向预测心理幸福感和主观幸福感, 反之, 消极解释则具有负向预测.由此得出, 初中教师的解释风格是影响幸福感的重要因素.据此, 文章从政府、 学校和教师多个角度对初中教师如何养成乐观解释风格并提升幸福感提出建议.Explanatory style is one of the positive research tendencies of positive psychology at present.In this study we use revised Seligman explanatory style questionnaire and the comprehensive happiness questionnaire and interview method to research the relationship between interpretation style and happiness among junior middle school teachers,and discuss the junior middle school teachers positive psychology and well-being of the current situation in Shanghai.The results show that:the overall well-being of junior middle school teachers and the overall optimistic interpretation is low;there is a significant positive correlation between junior middle school teachers’ interpretation style and happiness;positive explanation can positively predict mental well-being and subjective well-being,and negative explanation can negatively predict well-being.According to the results,this paper proposes advice for government,schools and teachers to enhance teachers’ sense of happiness.

关 键 词：初中教师 解释风格 幸福感 

分 类 号：G635.1[文化科学—教育学]