本文選題：情緒調(diào)節(jié)方式　切入點：幼兒教師　出處：《西南大學》2007年碩士論文　論文類型：學位論文

【摘要】： 幼兒教師工作滿意度是幼兒教師對所從事的職業(yè)、工作條件與狀況的一種總體感受和態(tài)度。幼兒教師工作滿意度受很多方面的影響，從個體因素來講，情緒調(diào)節(jié)方式在一定程度上影響著工作滿意度。本研究試圖考察幼兒教師情緒調(diào)節(jié)方式的主要特點及其對工作滿意度的影響，為從教師自身尋找提升工作滿意度的方法進行初步探索。 本研究以自編《幼兒教師工作滿意度調(diào)查問卷》和《幼兒教師情緒調(diào)節(jié)方式問卷》為測量工具，通過整群抽樣和分層抽樣的方式對部分城市360名幼兒教師進行問卷調(diào)查。主要結(jié)論如下： (1)幼兒教師使用六種情緒調(diào)節(jié)方式的頻率由高到低依次為：解決問題、尋求支持、積極重評、情緒替代、容忍、退避。 (2)不同婚姻狀況的幼兒教師使用情緒調(diào)節(jié)方式不存在顯著性差異。 (3)不同性別的幼兒教師僅在情緒替代這一調(diào)節(jié)方式上存在顯著性差異，男教師使用情緒替代的頻率顯著高于女教師。 (4)不同教齡的幼兒教師在解決問題、退避和容忍層面上存在顯著性差異。教齡5年及以內(nèi)的教師在解決問題層面得分最高，在退避和容忍層面得分最低。 (5)不同文化程度的幼兒教師僅在解決問題層面存在顯著性差異，大專組教師得分最高。 (6)情緒調(diào)節(jié)方式與幼兒教師工作滿意度呈相關(guān)關(guān)系，，其中積極重評、情緒替代、尋求支持和解決問題與工作滿意度呈正相關(guān)；退避和容忍與工作滿意度呈負相關(guān)；情緒調(diào)節(jié)方式使用頻率高低分組之間在工作滿意度上存在顯著性差異。 (7)容忍和情緒替代這兩種調(diào)節(jié)方式對工作滿意度有直接影響，積極重評、尋求支持和退避對工作滿意度有間接影響。
[Abstract]:Preschool teachers' job satisfaction is a kind of general feeling and attitude towards the occupation, working conditions and status of preschool teachers. The job satisfaction of preschool teachers is affected by many aspects, in terms of individual factors, To a certain extent, emotional regulation mode affects job satisfaction. This study attempts to investigate the main characteristics of emotional regulation style of preschool teachers and its influence on job satisfaction. In order to find ways to improve job satisfaction from teachers themselves. In this study, a self-designed questionnaire on preschool teachers' job satisfaction and a questionnaire on preschool teachers' emotional regulation style were used as measurement tools. A questionnaire survey was conducted among 360 preschool teachers in some cities by cluster sampling and stratified sampling. The main conclusions are as follows:. 1) the frequency of using the six kinds of emotional regulation methods is as follows: problem solving, seeking support, positive re-evaluation, emotional substitution, tolerance and retreat. (2) there was no significant difference in emotional regulation among preschool teachers with different marital status. (3) there were significant differences only in emotional substitution among male and female preschool teachers, and the frequency of male teachers using emotional substitution was significantly higher than that of female teachers. (4) there were significant differences in problem-solving, retreat and tolerance among teachers of different teaching years. Teachers with five years or less had the highest scores at the problem solving level, and the lowest scores at the level of retreat and tolerance. (5) there were significant differences only in problem-solving level among preschool teachers with different education levels, and the teachers in the junior college group had the highest scores. (6) there is a positive correlation between emotional regulation style and job satisfaction of preschool teachers, in which positive re-evaluation, emotional substitution, seeking support and problem-solving are positively correlated with job satisfaction, avoidance and tolerance are negatively correlated with job satisfaction. There was significant difference in job satisfaction between high and low groups of using frequency of emotion regulation. 7) tolerance and emotional substitution have direct influence on job satisfaction, and positive reassessment, seeking support and retreat have indirect effects on job satisfaction.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2007
【分類號】：G615

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