發(fā)布時(shí)間：2018-03-14 23:29

  本文選題：積極心理　切入點(diǎn)：生活滿意度　出處：《陜西師范大學(xué)》2016年博士論文　論文類型：學(xué)位論文

【摘要】：積極心理學(xué)是當(dāng)代心理學(xué)研究中的最新領(lǐng)域之一,是一門幫助人們挖掘自身潛能,并利用個(gè)體內(nèi)在資源以提升其心理品質(zhì)和生活質(zhì)量的學(xué)科。教師工作滿意度是教師對其所從事工作及環(huán)境條件的一種態(tài)度或看法,是教師工作績效、身心健康和相關(guān)行為的重要指標(biāo)。研究表明,教師工作滿意度不僅影響著教師的工作積極性,還與教師的積極心理和心理適應(yīng)性的發(fā)展關(guān)系密切。本研究在現(xiàn)有的教師積極心理的相關(guān)研究基礎(chǔ)上,系統(tǒng)地梳理了教師積極心理、心理適應(yīng)性和工作滿意度的概念、測量方法、影響因素及理論觀點(diǎn),選取了我國7個(gè)省份的2086名中學(xué)教師作為研究對象,以考察中學(xué)教師積極心理、心理適應(yīng)性和工作滿意度的現(xiàn)狀及三者之間的作用機(jī)制,為中學(xué)教師的職業(yè)發(fā)展提供理論和實(shí)證依據(jù),也為教師積極心理的研究提供一定的思路。研究一以心理適應(yīng)性的研究理論為依據(jù),提出教師心理適應(yīng)性是由積極情緒、自尊、消極情緒、抑郁四個(gè)維度構(gòu)成的理論構(gòu)想,并按照量表編制程序開發(fā)了教師心理適應(yīng)性量表。結(jié)果表明,采用標(biāo)準(zhǔn)化程序修訂后的《教師心理適應(yīng)性量表》共39個(gè)條目,包括自尊(8個(gè)條目)、積極情緒(9個(gè)條目)、消極情緒(9個(gè)條目)和抑郁(13個(gè)條目)四個(gè)維度�？偭勘砑案鞣至勘鞢ronbach's的a系數(shù)均在0.8以上,抑郁、消極情緒、積極情緒、自尊的方差解釋率依次為26.469%、13.635%、10.527%、7.029%,具有良好的內(nèi)部一致性和穩(wěn)定性,可以作為中學(xué)教師心理適應(yīng)性測量的有效工具。教師心理適應(yīng)性的現(xiàn)狀及差異分析表明,教師總體的心理適應(yīng)性水平較高,但不同教師群體的心理適應(yīng)性水平存在差異。研究二以積極心理的理論和相關(guān)研究為依據(jù),選取了生活滿意度、情緒智力(自我情緒評價(jià)、他人情緒評價(jià)、情緒調(diào)節(jié)、情緒運(yùn)用)和心理資本(希望、樂觀、自我效能感、復(fù)原力)三個(gè)維度來考察中學(xué)教師的積極心理狀況,并對積極心理量表的適用性進(jìn)行了驗(yàn)證。研究結(jié)果表明,生活滿意度量表和情緒智力量表與原量表一致,心理資本量表包含復(fù)原力(9個(gè)條目)、自我效能感(6個(gè)條目)和樂觀(9個(gè)條目)三個(gè)維度,其中,希望因子的題項(xiàng)分布于樂觀與復(fù)原力中。各量表信度系數(shù)均在0.8以上,生活滿意度量表、情緒智力量表、心理資本問卷的方差解釋率依次為69.182%、70.837%、55.850%,信效度良好。進(jìn)一步研究發(fā)現(xiàn),心理資本、情緒智力和生活滿意度之間兩兩正相關(guān)(p0.01),且心理資本在情緒智力對生活滿意度的影響中起到調(diào)節(jié)作用,心理資本影響情緒智力與生活滿意度的關(guān)系。教師積極心理的現(xiàn)狀及差異分析表明,教師總體的積極心理水平較高,但不同教師群體的積極心理水平存在差異。研究三驗(yàn)證了《工作滿意度量表》對教師群體的適用性。探索性因素分析發(fā)現(xiàn),第一個(gè)因子內(nèi)部滿意度,包括10個(gè)項(xiàng)目;第二個(gè)因子外部滿意度,包括10個(gè)項(xiàng)目。與原本工作滿意度的二因子結(jié)構(gòu)一致,但題項(xiàng)組成有所改變,驗(yàn)證性因素分析的結(jié)果表明該模型適合于中學(xué)教師工作滿意度的測量。教師工作滿意度的現(xiàn)狀及差異分析表明,教師總體的工作滿意度水平較高,但不同教師群體的工作滿意度水平存在差異。研究四:考察了教師積極心理(心理資本、情緒智力、生活滿意度)、心理適應(yīng)性(積極情緒、自尊、消極情緒、抑郁)和工作滿意度(內(nèi)部滿意度、外部滿意度)之間的關(guān)系,提出并驗(yàn)證了三者之間的作用機(jī)制模型。結(jié)果發(fā)現(xiàn):教師的積極心理與心理適應(yīng)性、工作滿意度之間關(guān)系密切:教師的積極心理、心理適應(yīng)性對教師工作滿意度有預(yù)測作用;心理適應(yīng)性部分中介了教師積極心理與教師工作滿意度之間的關(guān)系。綜上,本研究編制了具有較高信效度的教師心理適應(yīng)性量表,修訂了教師心理資本量表、教師工作滿意度量表,從性別、婚姻狀況、工作年限、文化程度、地區(qū)差異等社會人口學(xué)因素考察了中學(xué)教師積極心理、心理適應(yīng)性和工作滿意度現(xiàn)狀及影響因素,分析了中學(xué)教師積極心理、心理適應(yīng)性與教師工作滿意度的關(guān)系及其內(nèi)在作用機(jī)制,初步建構(gòu)并驗(yàn)證了中學(xué)教師積極心理與工作滿意度之間的關(guān)系以及心理適應(yīng)性的中介作用模型。
[Abstract]:Positive psychology is one of the latest research in the field of contemporary psychology, is a help people to tap their own potential, and to improve their psychological quality and the quality of life of the individual resources subject. Teachers' job satisfaction is the teacher of the work and environmental conditions of an attitude or opinion, is an important teacher's working performance. The index of physical and mental health and related behavior. The study shows that the teachers' job satisfaction not only affects the enthusiasm of teachers, the development of relationship with teachers of positive mental and psychological adaptability is closely related to this research. On the basis of the teachers' positive psychology on existing, systematically reviews the concept of teachers' positive mental, psychological adaptability and job satisfaction measurement method, influence factors and theoretical point of view, selected 2086 7 provinces of our country middle school teachers as the research object, in order to study the middle school teachers Positive psychology, mechanism of action between the current situation of psychological adaptability and job satisfaction and the three, to provide theoretical and empirical basis for the development of middle school teachers' occupation, but also provide a way to study teachers' positive psychology research. By studying the theory of psychological adaptability based on Teachers' psychological adaptability is put forward by the positive emotions, self-esteem, negative emotions, theory of the four dimensions of depression, and in accordance with the scale of program development of teachers' psychological adaptation questionnaire. The results show that the teachers' Psychological Adaptability Scale < > 39 items by standard procedures after the amendment, including self esteem (8 items), positive emotion (9 items) that negative emotions (9 items) and depression (13 items) four dimensions. The a coefficient of total scale and subscales of Cronbach's were above 0.8, depression, negative emotion, positive emotion, self-esteem variance explained rate was 26. 469%, 13.635%, 10.527%, 7.029%, has a good internal consistency and stability, can be used as an effective tool of middle school teachers' psychological adaptability measurement. Analysis of the status quo and the differences between teachers' psychological adaptability indicated that the overall level of teachers' Psychological Adaptability of high psychological adaptability level but different teacher groups. Differences in study two positive psychology the theory and related research as the basis, select the life satisfaction, emotional intelligence (emotional self evaluation, evaluation, emotional emotion regulation, emotion using) and psychological capital (hope, optimism, self-efficacy, resilience) three dimensions to examine the positive psychological status of middle school teachers, and the applicability of positive psychological scale verified. The results show that life satisfaction scale and emotional intelligence scale is consistent with the original scale, psychological capital scale Bao Hanfu force (9 items), self-efficacy (6 items) and positive (9 items) three dimensions, the factor of item distribution in the hope of optimism and resilience. The scale reliability coefficients are above 0.8, life satisfaction scale, emotional intelligence scale, the variance of psychological capital questionnaire explanation rate were 69.182%, 70.837%. 55.850%, good reliability and validity. The further study found that psychological capital between emotional intelligence and life satisfaction is related to 22 (P0.01), and to play the role of regulating effect of psychological capital in emotional intelligence on life satisfaction, psychological capital affect the relationship between emotional intelligence and life satisfaction. The analysis of the present situation and the differences between teachers' positive psychology shows that teachers overall positive psychological level is higher, but the positive psychological level of different groups of teachers are different. Study three verified "job satisfaction scale" of the teachers' applicability. Exploratory factor analysis showed that the first The internal factors of satisfaction, including 10 projects; second factors of external satisfaction, including 10 items and two factors. The same structure originally job satisfaction, but the items of composition change, the results of confirmatory factor analysis show that the model is suitable for measuring in middle school teachers' job satisfaction. The analysis of the current situation and differences of teachers' job satisfaction show that the teachers overall job satisfaction level is higher, but the level of job satisfaction of different groups of teachers are different. Study four: effects of teachers' positive mental (psychological capital, emotional intelligence, life satisfaction), psychological adaptability (positive emotion, negative emotion, self esteem, depression) and job satisfaction (internal satisfaction and external satisfaction) the relationship between the proposed and validated the model mechanism between the three. The results showed that the positive mental and psychological adaptation of teachers, the relationship between job satisfaction. Cut: positive psychology teacher, predict the psychological adaptability of teachers' job satisfaction; psychological adaptability partly mediates the relationship between positive psychological teachers and teachers' job satisfaction. In conclusion, this study developed with high reliability and validity of the teachers' psychological adaptation questionnaire, revised the teachers psychological capital scale, teachers' job satisfaction scale. From the gender, marital status, work experience, education level, regional differences and other social and demographic factors investigated positive psychological factors of middle school teachers, job satisfaction and psychological adaptability and effect analysis of middle school teachers of positive psychology, and the intrinsic mechanism of relationship between psychological adaptability and teacher satisfaction, preliminary constructed and tested the mediating effect model between middle school teachers' positive psychological and job satisfaction and psychological adaptation.

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：B844.3

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