新河县中小学教师自我接纳、教学效能感与综合幸福感的关系研究

发布时间：2018-04-18 15:49

本文选题：新河县中小学教师 + 自我接纳　；参考：《河北师范大学》2012年硕士论文

【摘要】：幸福感研究源起于20世纪60年代积极心理学的兴起。中小学教师的幸福感不仅关乎教师自身的生命质量，而且与学生的身心发展密切相关。有研究显示，自我接纳影响个体的幸福感，教师教学效能感是教师幸福感的重要影响因素。本研究以自我接纳问卷、教师教学效能感问卷和综合幸福感问卷为测量工具，以新河县466名中小学教师为研究对象进行问卷调查和分析，讨论了新河县中小学教师的自我接纳、教学效能感和综合幸福感状况及三者之间的关系，得出以下结论：（1）新河县中小学教师的自我接纳，教学效能感和综合幸福感总体状况良好。自我评价高于自我接纳，个人教学效能感高于一般教学效能感，，心理幸福感高于主观幸福感。（2）新河县中小学教师自我接纳的所教学段主效应极其显著，小学教师的自我评价和自我接纳总分显著高于初中和高中教师；性别和年龄的主效应均不显著；年龄和所教学段对自我接纳的交互作用显著。（3）新河县中小学教师的教学效能感的性别和所教学段主效应均不显著。年龄主效应在个人教学效能感上达到显著水平，20-25岁的中小学教师的个人教学效能感显著低于其他年龄段的中小学教师。（4）新河县中小学教师综合幸福感的性别主效应不显著；年龄在生活满意和正性情感上主效应显著；所教学段在生活满意、正性情感和生命活力维度上主效应显著，在三个维度上均呈现出高中教师显著低于小学和初中教师；性别和年龄在生活满意、负性情感、友好关系上交互作用显著；性别和所教学段在正性情感、负性情感维度上交互作用显著；年龄和所教学段在正性情感和幸福指数上交互作用显著。（5）新河县中小学教师的自我接纳、教学效能感和综合幸福感之间呈现极其显著的正相关。自我接纳对综合幸福感有显著预测作用，教学效能感对综合幸福感有显著预测作用，教学效能感在自我接纳和综合幸福感之间起部分中介作用。
[Abstract]:The study of happiness originated from the emergence of positive psychology in the 1960s.The happiness of primary and secondary school teachers is not only related to their own quality of life, but also closely related to the physical and mental development of students.Some studies have shown that self-acceptance affects individuals' well-being and teachers' teaching efficacy is an important factor of teachers' well-being.In this study, self-acceptance questionnaire, teacher teaching efficacy questionnaire and comprehensive well-being questionnaire were used as measurement tools, and 466 primary and secondary school teachers in Xinhe County were investigated and analyzed to discuss the self-acceptance of primary and secondary school teachers in Xinhe County.The relationship between teaching efficacy and comprehensive well-being, and the relationship between them, the following conclusions are drawn:In Xinhe County, teachers' self-acceptance, teaching efficacy and overall well-being are good.Self-evaluation is higher than self-acceptance, personal teaching efficacy is higher than general teaching efficacy, and psychological well-being is higher than subjective well-being.(2) the main effect of self-acceptance of primary and secondary school teachers in Xinhe County was extremely significant, the total scores of self-evaluation and self-acceptance of primary school teachers were significantly higher than those of junior high school and senior middle school teachers, and the main effects of gender and age were not significant.The interaction of age and teaching paragraph on self-acceptance was significant.(3) the gender of teaching efficacy and the main effect of teaching section of primary and middle school teachers in Xinhe County were not significant.The main effect of age reached a significant level in the sense of personal teaching efficacy. The personal teaching efficacy of primary and secondary school teachers aged 20-25 years was significantly lower than that of other primary and secondary school teachers.4) the gender main effect of comprehensive well-being of primary and secondary school teachers in Xinhe County was not significant, the main effect of age was significant in life satisfaction and positive emotion, and the main effect was significant in the dimensions of life satisfaction, positive emotion and life vitality in the teaching section.In the three dimensions, teachers in senior middle school were significantly lower than those in primary and junior middle school; gender and age had significant interaction in life satisfaction, negative emotion and friendly relationship; gender and teaching segment had positive feelings.The interaction was significant in negative affective dimension, age and teaching segment in positive affective and happiness index.5) there is a significant positive correlation among teachers' self-acceptance, teaching efficacy and comprehensive well-being in Xinhe County.Self-acceptance has a significant predictive effect on comprehensive well-being, teaching efficacy has a significant predictive role on comprehensive well-being, teaching efficacy plays a part in the intermediary between self-acceptance and comprehensive well-being.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G443

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