中小学教师职业人格与主观幸福感的关系:工作投入的中介作用

doi:10.16187/j.cnki.issn1001-4918.2017.06.08

摘要/Abstract

摘要： 采用问卷调查法，以692名中小学教师作为被试，探讨教师职业人格和主观幸福感的关系及其机制。结果发现：（1）专家型教师在职业人格得分上显著高于新手、熟手型教师，体现出与教师职业更匹配、更具适应性的人格特点；（2）职业人格与主观幸福感正相关显著，职业人格可通过影响工作投入程度进而影响主观幸福感，工作投入在二者之间起部分中介作用；（3）新手、熟手和专家型教师职业人格影响主观幸福感的作用机制存在差异：新手职业人格直接影响主观幸福感，熟手大部分通过工作投入影响主观幸福感，而专家完全通过工作投入影响主观幸福感。研究表明，教师职业人格可通过提高工作投入程度，进而提升其主观幸福感。

关键词: 职业人格, 主观幸福感, 工作投入, 中小学教师

Abstract: The purpose of this study was to explore the relationship between vocational personality and subjective well-being in elementary and secondary school teachers, and test the mediating role of work engagement during this relationship. Totally 692 elementary and secondary school teachers were recruited, and they completed questionnaires relating to vocational personality, subjective well-being, and work engagement. Results showed that:(1) professional teachers manifested more matching with and fitting to teaching environment than novice and proficient teachers in vocational personality; (2) vocational personality was positively correlated with subjective well-being, and this relationship was partially mediated by work engagement; (3) there were differences among novice, proficient, and professional teachers in the relationship between vocational personality and subjective well-being:in the novice teachers, the direct effect was significant, whereas the mediation effect was not significant; in the proficient teachers, both direct and mediation effects were significant; in the professional teachers, the direct effect was not significant, but the mediation effect was significant. This study suggested that vocational personality that more matching with and fitting to teaching environment helps teachers' work engagement, and further leads to higher subjective well-being.

Key words: vocational personality, subjective well-being, work engagement, elementary and secondary school teachers

连坤予, 谢姗姗, 林荣茂. 中小学教师职业人格与主观幸福感的关系:工作投入的中介作用[J]. 心理发展与教育, 2017, 33(6): 700-707.

LIAN Kunyu, XIE Shanshan, LIN Rongmao. The Relationship between Vocational Personality and Subjective Well-Being in Elementary and Secondary School Teachers: The Mediating Role of Work Engagement[J]. Psychological Development and Education, 2017, 33(6): 700-707.

参考文献

Akhtar, R., Boustani, L., Tsivrikos, D., & Chamorro-Premuzic, T. (2015). The engageable personality:Personality and trait EI as predictors of work engagement. Personality and Individual Differences, 73, 44-49.

Anusic, I., Yap, S. C., & Lucas, R. E. (2014). Does personality moderate reaction and adaptation to major life events? Analysis of life satisfaction and affect in an Australian national sample. Journal of Research in Personality, 51, 69-77.

Busseri, M. A., & Sadava, S. W. (2011). A Review of the Tripartite Structure of Subjective Well-Being:Implications for Conceptualization, Operationalization, Analysis, and Synthesis. Personality and Social Psychology Review, 15 (3), 290-314.

Cohen, J. (1992). A power primer. Psychological Bulletin, 112 (1), 155-159.

Diener, E. (2000). Subjective well-being:The science of happiness and a proposal for a national index. American Psychologist, 55 (1), 34-43.

Diener, E., & Lucas, R. E. (1999). Personality and subjective well-being. In D. Kahneman, E. Diener, & N. Schwarz (Eds.), Well-being:The foundations of hedonic psychology (pp. 213-229). New York:Russell Sage Foundation.

Emmerich, W., Rock, D. A., & Trapani, C. S. (2006). Personality in relation to occupational outcomes among established teachers. Journal of Research in Personality, 40 (5), 501-528.

Emmons, R. A., & Diener, E. (2013). Personality Correlates of Subjective Well-Being. Personality & Social Psychology Bulletin, 4 (1), 89-97.

Giacomin, M., & Jordan, C. H. (2016). Self-focused and feeling fine:Assessing state narcissism and its relation to well-being. Journal of Research in Personality, 63, 12-21.

Gomez, V., Allemand, M., & Grob, A. (2012). Neuroticism, extraversion, goals, and subjective well-being:Exploring the relations in young, middle-aged, and older adults. Journal of Research in Personality, 46 (3), 317-325.

Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43 (6), 495-513.

Holland, J. L. (1997). Making vocational choices:A theory of vocational personalities and work environments (3^rd Ed.). Odessa, FL:Psychological Assessment Resources.

Inceoglu, I., & Warr, P. (2011). Personality and Job Engagement. Journal of Personnel Psychology, 10 (4), 177-181.

Jovanovic, V. (2011). Personality and subjective well-being:One neglected model of personality and two forgotten aspects of subjective well-being. Personality and Individual Differences, 50 (5), 631-635.

Kim, L. E., & MacCann, C. (2016). Student-Teacher Personality Similarity as a Predictor of Student Educational Experience and Motivation. Personality and Individual Differences, 101, 490-490.

Klassen, R. M., & Tze, V. M. C. (2014). Teachers' self-efficacy, personality, and teaching effectiveness:A meta-analysis. Educational Research Review, 12, 59-76.

Luhmann, M., Hofmann, W., Eid, M., & Lucas, R. E. (2012). Subjective well-being and adaptation to life events:a meta-analysis. Journal of Personality & Social Psychology, 102 (3), 592-615.

Meristo, M., & Eisenschmidt, E. (2014). Novice teachers' perceptions of school climate and self-efficacy. International Journal of Educational Research, 67, 1-10.

Monnot, M. J., & Beehr, T. A. (2014). Subjective well-being at work:Disentangling source effects of stress and support on enthusiasm, contentment, and meaningfulness. Journal of Vocational Behavior, 85 (2), 204-218.

Olesen, M. H., Thomsen, D. K., & O'Toole, M. S. (2015). Subjective well-being:Above neuroticism and extraversion, autonomy motivation matters. Personality and Individual Differen ce s, 77,45-49.

Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement:a multi-sample study. Journal of Organizational Behavior, 25 (3), 293-315.

Schaufeli, W.B., Bakker, A.B. & van Rhenen, W. (2009). How changes in job demands and resources predict burnout, work engagement, and sickness absenteeism. Journal of Organizational Behavior, 30, 893-917

Steel, P., Schmidt, J., & Shultz, J. (2008). Refining the relationship between personality and subjective well-being. Psychological Bulletin, 134 (1), 138-161.

Torff, B. (2006). Expert teachers' beliefs about use of critical-thinking activities with high-and low-advantage learners. Teacher Education Quarterly, 33 (1), 37-52.

Tsui, A.B.M. (2009). Distinctive qualities of expert teachers. Teachers & Teaching, 15 (4), 421-439.

蔡岳建,谭小宏,阮昆良. (2006). 教师人格研究:回顾与展望. 西南师范大学学报(人文社会科学版), 32(6), 15-18.

崔云. (2016). 教师主观幸福感影响因素的调查研究. 上海教育科研, 34(7), 56-60.

郭成,阴山燕,张冀. (2005). 中国近二十年来教师人格研究述评. 心理科学, 28(4), 937-940.

符源才. (2014). 中小学教师职业人格、归因方式与职业倦怠的研究(硕士学位论文),广西师范大学,桂林.

侯秋霞. (2012). 论教师职业人格的层次及其提升策略. 课程·教材·教法, 32(6), 108-112.

蒋超. (2015). 高校教师职业人格问卷编制及其初步应用(硕士学位论文), 青海师范大学,西宁.

教育部. (2010). 《国家中长期教育改革和发展规划纲要》(2010-2020年). 引自http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_838/201008/93704.html

李亚真, 潘贤权, 连榕. (2010). 新手-熟手-专家型教师主观幸福感与教学动机的研究. 心理科学, 33(3), 705-707.

连榕. (2004). 新手-熟手-专家型教师心理特征的比较. 心理学报, 36(1), 44-52.

连榕. (2007). 教师专业发展. 北京:高等教育出版社.

连榕. (2008a). 教师教学专长发展的心理历程. 教育研究, (2), 15-20.

连榕. (2008b). 教师职业生涯发展. 北京:中国轻工业出版社.

连榕. (2012). 教师职业生涯发展的心理历程. 教育探究, 7(3), 1-6.

连榕. (2015). 专长发展与职业发展视域下的教师心理. 心理发展与教育, 31(1), 92-99.

凌辉, 汪瑛, 张建人, 李浩. (2016). 新手-熟手-专家型教师幸福感的比较研究. 中国临床心理学杂志, 24 (1), 56-59.

唐海朋, 曹晓君, 郭成. (2016). 自主对教师职业幸福感的影响:工作投入的中介作用. 教师教育研究, 28(1), 55-60.

汪向东. (1999). 心理卫生评定量表手册. 北京:中国心理卫生杂志社.

温忠麟, 叶宝娟. (2014). 中介效应分析:方法和模型发展. 心理科学进展, 22(5), 731-745.

相关文章 15

[1]	唐莹莹, 蔺秀云, 殷锦绣, 何婷, 周少嘉, 曹志涛. 亲子依恋和祖孙依恋的一致与不一致和儿童主观幸福感的关系[J]. 心理发展与教育, 2023, 39(6): 859-868.
[2]	彭海云, 盛靓, 邱凡硕, 周姿言, 辛素飞. 青少年心理减负从“无聊”开始——无聊倾向对青少年主观幸福感的影响机制[J]. 心理发展与教育, 2023, 39(6): 895-902.
[3]	曾子豪, 彭丽仪, 詹林, 刘双金, 欧阳晓优, 丁道群, 黎志华, 胡义秋, 方晓义. 儿童期受虐对大学生抑郁症状的影响:主观幸福感的中介和基因的调节作用[J]. 心理发展与教育, 2023, 39(2): 276-285.
[4]	邓林园, 高诗晴, 王婧怡, 李蓓蕾. 新冠疫情期间中小学教师工作-家庭冲突和抑郁:有调节的中介模型[J]. 心理发展与教育, 2023, 39(1): 121-131.
[5]	张宝生, 李鑫, 李新野, 张庆普. 主观规范对大学生志愿者志愿工作投入的影响机制研究——一个链式双重中介模型[J]. 心理发展与教育, 2022, 38(5): 658-666.
[6]	田玮宜, 徐健捷, 吕广林, 王轶楠. 父母自尊与青少年主观幸福感间的关系:亲子信任与青少年自尊的链式中介作用[J]. 心理发展与教育, 2022, 38(3): 331-338.
[7]	陈必忠, 郑雪, 孙晓军. 社交媒体自我控制失败影响硕士生主观幸福感的心理机制[J]. 心理发展与教育, 2021, 37(6): 882-888.
[8]	袁柯曼, 李白璐, 梁丽婵, 边玉芳. 累积情境风险与流动儿童主观幸福感的关系:个体保护因子的补偿效应和保护效应[J]. 心理发展与教育, 2021, 37(4): 546-557.
[9]	牛凯宁, 李梅, 张向葵. 青少年友谊质量和主观幸福感的关系:一项元分析[J]. 心理发展与教育, 2021, 37(3): 407-418.
[10]	陈子循, 王晖, 冯映雪, 刘霞. 同伴侵害对留守青少年主观幸福感的影响:自尊和社会支持的作用[J]. 心理发展与教育, 2020, 36(5): 605-614.
[11]	池文韬, 桑青松, 舒首立. 大学生专业内部动机与主观幸福感的关系:专业投入与主观专业成就的中介作用[J]. 心理发展与教育, 2020, 36(4): 477-485.
[12]	衡书鹏, 赵换方, 牛更枫, 周宗奎. 朋友圈点赞与主观幸福感的关系:一个有中介的调节模型[J]. 心理发展与教育, 2020, 36(3): 341-349.
[13]	郭瑾瑾, 牛璐, 谢笑春, 王鹏程, 雷雳. 线上“秀恩爱”与旁观者主观幸福感的关系:自尊的中介作用和依恋的调节作用[J]. 心理发展与教育, 2020, 36(3): 359-366.
[14]	吴玉婷, 苑鑫, 王雨晴, 朱慧, 毛叶琳, 金灿灿. 广场舞组织氛围和老年人主观幸福感的关系:组织认同和自尊的中介作用[J]. 心理发展与教育, 2019, 35(5): 624-631.
[15]	郑建君, 付晓洁. 利他动机对中小学教师知识共享的影响——组织认同和组织支持感的调节作用[J]. 心理发展与教育, 2019, 35(4): 421-429.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed