高校教师自我和谐状况与幸福感的相关性研究

目的探讨高校教师的自我和谐状况与幸福感的相关性。方法对411名高校教师采用自我和谐量表评定自我和谐状况、幸福感问卷评定幸福感，并进行相关性分析。结果高校教师自我和谐量表总分〉中点分（3分），灵活性评分显著高于不和谐和刻板性；学历与职称在刻板性因子上有显著的交互作用（F=3．84，P〈0．05），本科、博士不同职称者刻板性有显著性差异，硕士则无显著性差异；幸福感问卷的总体情感指数、生活满意度与自我和谐量表的灵活性均呈显著正相关，与不和谐呈显著负相关；不和谐和灵活性对总体情感指数，不和谐和刻板性对生活满意度的逐步回归分析发现，自我和谐对生活满意有较小的预测力，对总体情感基本没有预测力。结论高校教师自我和谐整体状况良好，但在刻板性上，学历越低、职称越高，刻板性越低；学历越高、职称越高，刻板性越高。自我和谐与幸福感的相关程度不高。

The self-consistency and congruence of college teachers and its relationship to subjective well-being

Objective To explore the self-consistency and congruence of college teachers and its relationship to subjective well-being. Methods Assessments and correlation analyses were conducted with the Self-consistency and Congruence Scale（SCCS） and Well-being Questionnaire（WBQ） in 411 college teachers. Results The total socres of the SCCS were 〉 midpoint score（3 points）, flexibility score was significantly higher than disharmony and stereotypy; educational background and professional title had notable interaction on stereotypy factor（F= 3.84, P〈0.05）, there were significant differences in stereotypy of different professional titles in ones with bachelor or doctor degree and no significant differences in ones with master degree; index of general affect and life satisfactions of the WBQ were positively related to flexibility of the SCCS and negatiely to disharmony; disharmony and flexibility get in the stepwise regression equation of the index of general affect one by one, coefficient of determination was 0.02, disharmony and stereotypy in that of life satisfactions and coefficient of determination was 0.10. Conclusion The self-consistency and congruence of college teachers are better; the lower of educational background and the higher of professional title, the lower of stereotypy; the higher of educational background and the higher of professional title, the higher of stereotypy. The correlation between self-harmony and well-being is not notable.