幼儿教师人口学变量、工作投入与主观幸福感的关系

目的探讨幼儿教师主观幸福感在人口学变量上的差异,以及工作投入与主观幸福感的关系。方法采用牛津幸福感问卷和工作投入量表对342名幼儿教师进行问卷调查。结果不同年龄(P<.001)、学历(P<.05)、婚姻状况(P<.001)、教龄(P<.001)、编制(P<.001)、幼儿园规模(P<.001)幼儿教师的主观幸福感水平差异显著;工作投入的三个维度均与主观幸福感存在极其显著正相关(P<.001);工作投入是预测主观幸福感的有效变量,可解释33.7%的变异;年龄、编制、幼儿园规模、婚姻状况分别解释主观幸福感4.2%、1.9%、1.2%和0.6%的变异。结论高工作投入有助于幼儿教师主观幸福感的提升。     

幼儿教师职业幸福感与组织公平感、心理资本的关系

目的探讨幼儿教师职业幸福感、组织公平感与心理资本的关系。方法 2019年11月采用幼儿教师职业幸福感量表、组织公平感量表和心理资本量表对陕西省10所幼儿园的202名幼儿教师进行问卷调查,并对数据进行分析。结果在编幼儿教师在心理幸福感、社会幸福感、认知幸福感及职业幸福感总平均分与无编制老师比较,差异均有统计学意义(t=2.091、2.098、3.414、2.840,均P0.05);不同园所性质的幼儿教师在情绪幸福感、认知幸福感及职业幸福感总平均分比较,差异均有统计学意义(t=2.334、2.085、2.119,均P0.05);不同职称的幼儿教师在情绪幸福感、认知幸福感及职业幸福感总平均分比较,差异均有统计学意义(F=3.279、2.700、2.705,均P0.05);不同月均收入的幼儿教师在心理幸福感、情绪幸福感、社会幸福感、认知幸福感及职业幸福感总平均分比较,差异均有统计学意义(F=10.048、6.994、8.433、16.050、13.773,均P0.01)。幼儿教师职业幸福感与组织公平感、心理资本之间呈正相关(r=0.723、0.712,均P0.01)。心理资本在组织公平感与职业幸福感间呈部分中介作用(β=0.430,t=5.945,P0.01)。结论幼儿教师职业幸福感受到组织公平感的影响,提升其心理资本有利于促进职业幸福感。     

幼儿教师生存质量和安全感的劳工因素分析

目的探讨劳动合同关系和工作强度对幼儿教师生存质量满意度、安全感的影响,为维护幼儿教师的心理健康提供参考。方法采用世界卫生组织生存质量测定量表简表和安全感量表,通过分层整群抽样,对河北省11所幼儿园437名教师进行调查分析。结果正式工的心理状况、社会关系、生存质量满意度显著高于临时工,低工作强度幼儿教师社会关系满意度显著高于其他工作强度的教师。劳动合同关系和工作强度对环境状况满意度的影响存在交互作用:工作强度低和较低的正式工环境状况满意度高于临时工,工作强度较高和高的临时工环境状况满意度高于正式工。正式工安全感的确定控制感因子得分显著高于临时工,低工作强度教师安全感总分显著高于较高工作强度教师。结论劳动合同关系影响幼儿教师的心理状况、社会关系、满意度和确定控制感,工作强度影响幼儿教师对社会关系的满意度和安全感。劳动合同关系和工作强度对环境状况满意度表现出交互作用。     

幼儿教师主观幸福感、心理健康与应对方式的关系

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.     

基本心理需求在大学生自主支持感与幸福感之间中介作用

目的探索大学生基本心理需求在自主支持感与幸福感之间的中介作用,为改善大学教育环境、营造自主性氛围提供依据。方法采用自主支持感问卷、基本心理需求量表和牛津幸福感问卷(简版)对5所高校的713名大学生进行调查。结果大学生的自主支持感得分为(54.44±8.86)分,幸福感得分为(30.95±5.87)分;归属需求得分为[(29.77±6.82)]分,高于胜任需求[(23.88±5.57)分]和自主需求[(23.68±6.19)分]得分;大学生基本心理需求与自主支持感和幸福感呈显著正相关;基本心理需求在自主支持感与幸福感之间起部分中介作用,中介效应为0.19。结论大学生基本心理需求在自主支持感与幸福感之间的中介作用显著。     

安徽省城乡幼儿教师工作压力与心理健康关系比较研究

目的了解安徽省城乡幼儿教师工作压力、心理健康的关系及差异。方法采用症状自评量表(SCL-90)和自编幼儿教师工作压力问卷对安徽省128名城乡幼儿教师进行了调查研究。结果(1)幼儿教师的工作压力城乡差异有统计学意义,城市幼儿教师的工作压力明显高于农村教师,而幼儿教师心理健康总体水平的城乡差异没有统计学意义。(2)相关分析和回归分析结果显示,安徽省城乡幼儿教师的工作压力与其心理健康水平呈显著正相关,幼儿和家长、幼儿园组织氛围对城市幼儿教师的心理健康有较大的正向预测作用,自我期望和工作条件对农村幼儿教师的心理健康有显著的正向预测作用,而工资福利待遇则对其心理健康有显著的负向预测作用。结论减轻城乡幼儿教师的不同工作压力有助于缓解其心理健康。     

四川地震灾区中小学教师主观幸福感现状调查

目的 了解震后14个月震区中小学教师主观幸福感的现状及影响因素,为提高中小学教师主观幸福感提供依据.方法 使用总体幸福感量表对来自四川5·12地震灾区的700名中小学教师进行调查.结果 震后14个月灾区中小学教师主观幸福感处于中等水平(平均分76.71分).在总体幸福感的不同维度及总分上,性别、学历及受灾级别的主效应显著;性别与学历在总体幸福感方面交互效应显著,受灾级别与学历在对生活的满意和兴趣及主观幸福感总分上的交互效应显著.结论 震后14个月灾区中小学教师主观幸福感处于中等水平.性别、学历、受灾级别是影响地震灾区中小学教师主观幸福感的重要因素.     

大学生网络成瘾与主观幸福感核心自我评价的关系

目的探讨大学生网络成瘾、核心自我评价和主观幸福感的关系,为大学生的网络心理干预提供理论依据。方法采用网络成瘾、核心自我评价和Campbell等的幸福感指数量表对广州大学283名大学生进行调查。结果女大学生主观幸福感显著高于男生(P<0.01),独生子女的主观幸福感显著高于非独生子女(P<0.01),独生子女学生的核心自我评价显著高于非独生子女(P<0.01);主观幸福感、核心自我评价与大学生网络成瘾水平之间均呈显著负相关(P值均<0.01),主观幸福感和核心自我评价之间呈显著正相关(P<0.01);核心自我评价是主观幸福感与网络成瘾之间的完全中介变量。结论主观幸福感、核心自我评价越低,大学生的网络成瘾水平越高,必须关注大学生健康人格与日常应对挫折能力的培养。     

特殊教育教师职业压力与职业倦怠的关系:心理资本的中介作用

目的 探讨特殊教育教师职业压力与职业倦怠的关系,以及探讨心理资本在其中的中介作用。方法 采用问卷调查法,对40所特殊教育学校的853名教师进行调查。结果 中级职称教师的职业压力高于高级职称教师,所教学生为感官障碍学生的教师职业压力低于教发展性障碍学生或两者都教的教师,专科及以下学历教师的心理资本水平高于本科及以上学历的教师,高级职称教师的心理资本水平分别高于初级和中级职称教师,男教师的职业倦怠水平低于女教师,专科及以下学历教师的职业倦怠水平低于本科及以上学历的教师,各差异均具有统计学意义。职业压力与职业倦怠呈显著正相关( r =0.565,P<0.001),心理资本与职业压力( r =-0.235,P<0.001)、职业倦怠( r =-0.315,P<0.001)呈显著负相关;心理资本在职业压力和职业倦怠之间具有显著的部分中介效应,解释率为19.7%。结论 特殊教育教师的职业压力越大,其职业倦怠水平越高,心理资本在其中起部分中介作用。     

农民工子女幼儿园卫生消毒状况及幼师手卫生知识知晓情况调查

目的:通过对农民工子女幼儿园的卫生消毒状况及幼儿教师的手卫生知识的知晓情况进行调查和分析,旨在了解农民工子女所在幼儿园的卫生消毒状况及幼儿教师的手卫生知识知晓情况,为相关干预措施的制定与实施提供科学依据。方法:随机选取浙江省江山市的20家以城镇居民子女为主的幼儿园和20家以农民工子女为主的幼儿园为研究对象,分别选取城镇和农民工幼儿园的158名幼儿教师为手卫生知识知晓情况调查对象,对农民工和城镇居民子女幼儿园的物体表面、室内空气、手、餐饮具等的卫生消毒状况以及幼儿教师的手卫生知识知晓情况进行比较。结果:城镇居民子女幼儿园和农民工子女幼儿园在物体表面、室内空气、手以及餐饮具等方面的卫生消毒合格率有差异,且差异有统计学意义(P<0.05);城镇居民子女幼儿园和农民工子女幼儿园在饭前、便后洗手,知道洗手的重要性,接触破损的皮肤、黏膜、血液以及体液前后要洗手,接触到污染后的尿布、尿壶、处理粪便及便器后要洗手,了解六步洗手法的具体步骤,洗手时采用流动的水洗手,洗手时要使用肥皂或洗手液以及洗手后要用一次性纸巾或干净毛巾擦干等方面的知晓率有差异,且差异有统计学意义(P<0.05)。结论:浙江省江山市农民工子女幼儿园卫生消毒状况较差,且幼儿教师手卫生相关知识的薄弱,应引起我们的重视。     

河北省幼儿教币生存质量及其影响因素调查

目的了解幼儿园教师生存质量状况,探讨社会支持、安全感与生存质量之间的关系。方法采用世界卫生组织生存质量测定量表简表、领悟社会支持量表、安全感量表,对河北省11所幼儿园437名教师进行调查。结果生存质量在婚姻、劳动合同关系变量上差异有统计学意义,已婚教师生存质量高于未婚教师,正式工高于临时工;社会关系满意度在工作年限、婚姻、收入、岗位、劳动合同关系变量上差异有统计学意义,工作年限长的教师社会差异满意度高于工作年限短的,已婚的高于未婚的,收入高的高于收入低的,幼儿园管理及辅助人员高于教养员,教养员高于保育员,正式工高于临时工;社会支持、安全感与生存质量呈正相关;社会支持、安全感对生存质量有一定的预测作用,能联合预测生存质量26.6%的变异量。结论幼儿教师的生存质量受工作年限、婚姻状况、收入、岗位、劳动合同关系等因素的影响,社会支持与安全感对生存质量有一定的预测作用。     

小学教师的主观幸福感及其影响因素分析

目的探讨小学教师主观幸福感及其影响因素,为提高教师生活质量提供参考。方法采用总体幸福感量表、艾森克个性问卷(EPQ)和社会支持量表对小学教师328名进行调查。结果已婚教师在情感和行为控制因子分与未婚教师差异有显著性。主观幸福感水平在不同性别、教师类型(骨干教师和普通教师)、已婚和未婚教师间差异无显著性。总体幸福感评分与主观支持评分、EPQ-N分、经济状况呈显著相关。结论主观支持、神经质与经济状况是影响小学教师主观幸福感的重要因素。     

湖北省中小学教师职业生活质量的现状调查

目的调查了解湖北省一线中小学教师的生活质量状况。方法 2010年4～6月对湖北省696名教师的问卷调查,用师生关系、教学效能感、主观幸福感作为职业生活质量的指标,考察中小学教师的职业生活质量状况。结果女教师的师生关系、生活满意度都明显的好于男教师的师生关系(t=3.574,P﹤0.001)和生活满意度(t=-4.824,P﹤0.001);班主任的师生关系(t=-4.455,P﹤0.001)、消极情绪(t=-4.354,P﹤0.001)都明显的好于非班主任教师;小学教师的教学效能感(t=4.768,P﹤0.001)显著高于中学教师,小学教师的师生关系(t=-3.253,P﹤0.01)也显著好于中学教师;对教师教学效能感、师生关系、主观幸福感的相关分析发现,各维度之间的相关显著,且达到非常显著水平(P﹤0.001)。结论女教师的职业生活质量优于男教师;班主任教师的职业生活质量优于非班主任教师;小学教师的师生关系、教学效能感优于中学教师;教龄只对教师的教学效能感有影响;教学效能感是师生关系与主观幸福感各维度的部分中介变量。     

中学教师A型行为与疲劳及主观幸福感关系的研究

目的探讨中学教师A型行为与疲劳以及主观幸福感之间的关系,以及A型行为和主观幸福感对教师疲劳的影响。方法从深圳市40所中学中选取205名教师,以团体施测的方式,要求其完成A型行为问卷、主观幸福感问卷以及疲劳问卷;采用spss11·0统计软件对结果进行t检验、相关分析和回归分析。结果A型行为教师的疲劳值明显高于B型行为教师(P<0·05),A型行为与躯体疲劳、脑力疲劳以及疲劳总分相关均具有统计学意义,r分别为0·20、0·20、0·23(P<0·01);A型行为与幸福感指数的相关没有统计学意义;回归分析表明总体情感指数以及CH(争强好胜和敌意)能有效预测疲劳。结论A型行为的教师更容易疲劳,但教师的主观幸福感不受其A型行为模式的影响,CH和总体情感指数能有效预测疲劳。     

中小学教师职业枯竭与社会支持状况及其相关分析

[目的]探讨吉林地区中小学教师职业枯竭现况及其与社会支持的关系。[方法]采用修订的MBI-ES职业枯竭问卷和社会支持问卷,对吉林地区19所中小学校共1141名教师进行调查。[结果]整体上,吉林地区中小学教师职业枯竭情况并不严重,社会支持良好;女教师、已婚教师、班主任和教龄在11～20年的教师,相对枯竭程度较高;不同类型社会支持对职业枯竭的4个维度均有相关性。[结论]不同来源的社会支持对职业枯竭具有预测和缓和作用。     

Danish teachers' conception of challenging behaviour and DAMP/ADHD

This study examines how teachers of young children in Denmark perceived challenging behaviours in children who have characteristics consistent with Deficit in Attention, Motor Control and Perception (DAMP) or Attention Deficit/Hyperactivity Disorder (ADHD). This study was conducted in schools and kindergartens in three demographically different locations in Denmark. Teachers and kindergarten educationalists working with children aged 5-7 were interviewed. The semi-structured interview was focused on teachers' and kindergarten educationalists' attitudes towards and ways of working with preschool- and early-elementary school-age children with general challenging behaviours. More specifically, the interview tapped into the teachers' and kindergarten educationalists' knowledge of DAMP/ADHD, their attitudes towards the diagnosis of DAMP/ADHD, and their perceptions of the use of prescribed medications for preschool-age children. The study indicates that Danish kindergarten educationalists and teachers have a quite limited knowledge about DAMP/ADHD and that they are reluctant to refer for diagnosis and to suggest prescribing medicine to young children.     

A brief psychological intervention to protect subjective well-being in a community sample

Purpose

Governments are using measures of subjective well-being in preference to more objective measures of social progress (e.g., gross domestic product), yet interventions to address well-being are often costly. The present study tests the ability of a brief psychological intervention based on self-affirmation theory (Steele in Advances in experimental social psychology, Academic Press, New York, 1988) to protect subjective well-being among a community sample likely to have diminished well-being (i.e., women aged 46 years and older, Inglehart in Int J Comp Sociol 43: 391–408, 2002. doi: 10.1177/002071520204300309).

Methods

One hundred and forty women aged 46 years and older completed baseline measures of subjective well-being, interpersonal feelings and self-esteem at baseline before being randomized to a self-affirmation or control group. Subjective well-being, interpersonal feelings and self-esteem were assessed again at follow-up.

Results

Results showed that, controlling for baseline subjective well-being, the well-being of women who had self-affirmed was significantly higher at follow-up than those in the control condition. Affirming the self did not significantly influence interpersonal feelings or self-esteem, compared with the control condition.

Conclusions

The findings suggest that a low-cost brief psychological intervention based on self-affirmation theory, with potentially large public health “reach,” could be used to protect subjective well-being—a key aim of government policies.

     

The professional self-evaluation of immigrant physicians from the former Soviet Union in Israel

This study tests the hypothesis that the personal construction of a positive professional identity is central to immigrant physicians' psychosocial well-being. Data are derived from responses to structured questionnaires from the first and third stages of a 5-year, three-stage cohort study of physicians who immigrated to Israel from the former Soviet Union in 1990. At the third stage of the study, in 1995, 387 physicians were working as physicians of a total of 519 respondents. Previous analyses of this research population showed that the immigrants who obtained work in their profession had significantly higher scores on a variety of indicators of psychosocial well-being than those who did not. In this paper, which narrows its focus to those who were working as physicians in 1995, significant positive relationships were found among three measures of self-evaluation, and between professional self-esteem, global self-esteem, and work satisfaction, and adaptation to life in Israel. General practitioners and specialists scored higher on professional self-evaluation than residents. Women scored higher than men, and older respondents (age's 36–45) scored higher than younger respondents (ages 25–35). The immigrant physicians viewed themselves as similar to their Israeli-trained colleagues in terms of their professional role behavior and were particularly positive about their diagnostic skills and the quality of their relationships with their patients. These findings are discussed in terms of role theory, which suggests that the work role of professionals is the most salient component of their self-identify.     

Work related well-being is associated with individual subjective well-being

This study utilizes Gallup-ShareCare Well-being Index data to investigate the association between work-related well-being, i.e., job satisfaction, and overall subjective well-being among US workers. Subjective well-being is measured by i) daily positive and negative emotional experiences - happiness, smiles, enjoyment, sadness, anger, worry, and stress (hedonic well-being); and ii) current and future life evaluation (evaluative well-being). The study finds significant positive relationships between job satisfaction and subjective well-being both in terms of higher odds of positive hedonic experiences and increased life evaluation scores after controlling for covariates and other nonwork-related contributors to well-being. Job satisfaction accounted for a 14% increase in current and an 8% increase in future life evaluation scores. The results emphasize that not only the income generated by work but the quality of work is also important for worker well-being. In fact, those without a job had higher well-being than those workers who are dissatisfied at work. This is probably the first study that relates work-related well-being to overall well-being, using a nationally representative sample of US workers. Further, this is one of the few instances where the subjective measure of well-being is used in the occupational safety and health literature.