本文選題：中學(xué)教師 + 認(rèn)知重評(píng)��； 參考：《天津師范大學(xué)》2014年碩士論文

【摘要】：目的：本研究以天津市某中學(xué)的教師為研究對(duì)象,在調(diào)查其情緒工作現(xiàn)狀的基礎(chǔ)上,探討使用以認(rèn)知重評(píng)團(tuán)體輔導(dǎo)對(duì)中學(xué)教師情緒工作策略進(jìn)行十預(yù)的有效性。 方法：采用“中小學(xué)教師情緒工作量表”,對(duì)天津市某中學(xué)的110名教師進(jìn)行調(diào)查,收回有效問(wèn)卷104份。選擇符合條件的被試共10人,隨機(jī)選取5人為實(shí)驗(yàn)組,5人為對(duì)照組。實(shí)驗(yàn)組進(jìn)行為期四周的團(tuán)體輔導(dǎo),每周一次,每次一個(gè)半小時(shí)；對(duì)照組不做處理。實(shí)驗(yàn)組對(duì)照組統(tǒng)一進(jìn)行前后測(cè);干預(yù)結(jié)束后,請(qǐng)實(shí)驗(yàn)組被試對(duì)干預(yù)效果進(jìn)行主觀評(píng)價(jià)。 結(jié)果：(1)天津市某中學(xué)的教師對(duì)三種情緒工作策略都有使用。采用表面行為的教師占被調(diào)查者的26.9%,采用主動(dòng)深度行為的教師占被調(diào)查者的77.9%,采用被動(dòng)深度行為的教師占被調(diào)查者的88.5%。男女教師除在被動(dòng)深度行為上存在顯著的性別差異,且女教師平均分高于男教師外,其他兩個(gè)維度無(wú)性別差異。班主任與非班主任在三個(gè)維度上均無(wú)差異。(2)干預(yù)研究后,對(duì)實(shí)驗(yàn)組和對(duì)照組被試前測(cè)和后測(cè)的差值進(jìn)行差異比較,結(jié)果顯示,在表面行為維度,差異顯著(p0.05),在主動(dòng)深度行為維度,差異顯著(p0.05),而在被動(dòng)深度行為維度,無(wú)顯著差異(p0.05)。 結(jié)論：(1)采用表面行為作為情緒工作策略的教師占一定比例,應(yīng)對(duì)中學(xué)教師進(jìn)行情緒工作策略的干預(yù)研究。(2)對(duì)中學(xué)教師的情緒工作策略進(jìn)行認(rèn)知重評(píng)團(tuán)體輔導(dǎo),能有效減少他們使用表面行為策略,而采取主動(dòng)深度行為策略來(lái)調(diào)整情緒。
[Abstract]:Objective: based on the investigation of the current situation of emotional work of a middle school teacher in Tianjin, this study explored the effectiveness of using cognitive reassessment group tutoring for emotional work strategies of middle school teachers.Methods: 110 teachers in a middle school in Tianjin were investigated by using the "emotional workload Table of Primary and Middle School Teachers", and 104 valid questionnaires were collected.Ten eligible subjects were selected and 5 were randomly selected as experimental group and 5 as control group.The experimental group received group counseling for four weeks, once a week for one and a half hours, while the control group did not do any treatment.After the intervention, the subjects of the experimental group were asked to make subjective evaluation on the effect of intervention.Results A middle school teacher in Tianjin used all three emotional work strategies.Teachers with superficial behavior accounted for 26.9% of respondents, teachers with active depth behavior accounted for 77.9%, teachers with passive depth behavior accounted for 88.5% of respondents.There were significant gender differences in passive depth behavior between male and female teachers, and the average score of female teachers was higher than that of male teachers, but there was no gender difference in the other two dimensions.After the intervention study, the difference between pre-test and post-test of experimental group and control group was compared. The results showed that, in the surface behavior dimension, there was no difference in three dimensions between head teacher and non-head teacher.The difference was significant in the active depth behavior dimension and in the passive depth behavior dimension, but no significant difference was found in the passive depth behavior dimension.Conclusion: (1) A certain proportion of teachers adopt superficial behavior as emotional work strategies. The intervention study of emotional work strategies should be carried out by middle school teachers. (2) Cognitive reassessment group counseling for emotional work strategies of middle school teachers should be carried out.They can effectively reduce the use of superficial behavior strategies, and take active deep behavior strategies to adjust their emotions.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B844.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

1 詹延尊;凌文輇;;情緒勞動(dòng)的影響效果及評(píng)估[J];商業(yè)時(shí)代;2006年33期

2 石國(guó)興;郭世魁;魏瑞麗;林乃磊;;團(tuán)體心理咨詢改善教師情緒的實(shí)驗(yàn)研究[J];心理科學(xué);2008年03期

3 黃敏兒,郭德俊;原因調(diào)節(jié)與反應(yīng)調(diào)節(jié)的情緒變化過(guò)程[J];心理學(xué)報(bào);2002年04期

4 王振宏,郭德俊;Gross情緒調(diào)節(jié)過(guò)程與策略研究述評(píng)[J];心理科學(xué)進(jìn)展;2003年06期

5 張輝華;凌文輇;方俐洛;;“情緒工作”研究概況[J];心理科學(xué)進(jìn)展;2006年01期

6 田學(xué)紅;;教師的情緒勞動(dòng)及其管理策略[J];教育研究與實(shí)驗(yàn);2010年03期

7 杜海平;;論教師教育的人本價(jià)值訴求[J];教育研究與實(shí)驗(yàn);2010年03期

8 張欣;;我國(guó)西北地區(qū)中小學(xué)教師情緒工作的現(xiàn)狀調(diào)查[J];校園心理;2012年02期

9 李紅菊;許燕;張宏宇;;情緒勞動(dòng)研究的回顧與展望[J];中國(guó)臨床心理學(xué)雜志;2007年04期

，

本文編號(hào)：1761455