本文選題：中學教師 + 認知重評　； 參考：《天津師范大學》2014年碩士論文

【摘要】：目的：本研究以天津市某中學的教師為研究對象,在調查其情緒工作現(xiàn)狀的基礎上,探討使用以認知重評團體輔導對中學教師情緒工作策略進行十預的有效性。 方法：采用“中小學教師情緒工作量表”,對天津市某中學的110名教師進行調查,收回有效問卷104份。選擇符合條件的被試共10人,隨機選取5人為實驗組,5人為對照組。實驗組進行為期四周的團體輔導,每周一次,每次一個半小時；對照組不做處理。實驗組對照組統(tǒng)一進行前后測;干預結束后,請實驗組被試對干預效果進行主觀評價。 結果：(1)天津市某中學的教師對三種情緒工作策略都有使用。采用表面行為的教師占被調查者的26.9%,采用主動深度行為的教師占被調查者的77.9%,采用被動深度行為的教師占被調查者的88.5%。男女教師除在被動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,其他兩個維度無性別差異。班主任與非班主任在三個維度上均無差異。(2)干預研究后,對實驗組和對照組被試前測和后測的差值進行差異比較,結果顯示,在表面行為維度,差異顯著(p0.05),在主動深度行為維度,差異顯著(p0.05),而在被動深度行為維度,無顯著差異(p0.05)。 結論：(1)采用表面行為作為情緒工作策略的教師占一定比例,應對中學教師進行情緒工作策略的干預研究。(2)對中學教師的情緒工作策略進行認知重評團體輔導,能有效減少他們使用表面行為策略,而采取主動深度行為策略來調整情緒。
[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.
【學位授予單位】：天津師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B844.3

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