自我同情对幼儿园教师心理困扰的作用机制:情绪智力的中介作用
The Mechanism of Self-compassion on the Psychological Distress of Preschool Teachers:The Mediating Role of Emotional Intelligence
李攀 1孙梦园 2彭丽丽 1王凡1
作者信息
- 1. 石河子大学 师范学院,新疆 石河子 832003
- 2. 广东工商职业技术大学 文化与传播学院,广东 肇庆 526000
- 折叠
摘要
为更深入地了解幼儿园教师心理困扰与自我同情之间的关系,探讨情绪智力在其中的中介作用,笔者选取461 位新疆生产建设兵团第八师石河子市在职幼儿园教师作为研究对象,并采用幼儿园教师自我同情量表、情绪智力量表以及抑郁焦虑压力量表进行调查.结果表明:(1)幼儿园教师具有较高的自我同情和情绪智力水平,心理困扰程度较低;(2)不同教龄和年龄的幼儿园教师在自我同情和情绪智力上存在显著差异,不同园所性质的幼儿园教师在心理困扰方面存在显著差异;(3)幼儿园教师的自我同情、心理困扰和情绪智力之间存在显著相关性;(4)情绪智力在幼儿园教师自我同情和心理困扰之间起部分中介作用.
Abstract
In order to gain a deeper understanding of the relationship between psychological distress and self-compassion among kindergarten teachers,and to explore the mediating role of emotional intelligence,the author selected 461 in-service kindergarten teachers from a corps as the research subjects.The Self-Compassion Scale for Kindergarten Teachers,Emotional Intelligence Scale,and Depression-Anxiety-Stress Scale were used for data collection.The results showed that:(1)Kindergarten teachers had a high level of self-compassion and emotional intelligence,and a low level of psychological distress.(2)There were significant differences in self-compassion and emotional intelligence among kindergarten teachers with different teaching experience and age,as well as significant differences in psychological distress among kindergarten teachers in different types of kindergartens.(3)There were significant correlations among self-compassion,psychological distress,and emotional intelli-gence.(4)Emotional intelligence partially mediated the relationship between self-compassion and psychological distress among kindergarten teachers.
关键词
情绪智力/心理困扰/幼儿园教师/自我同情Key words
emotional intelligence/psychological distress/early childhood teachers/self-compassion引用本文复制引用
出版年
2024
NETL
NSTL
万方数据