【摘要】：我們國家倡導社會和諧發(fā)展，社會組織是社會中的重要組成部分，，社會組織的和諧健康發(fā)展對整個社會的和諧意義深遠，組織成員工作過程中的情緒感受及由此引發(fā)的行為傾向則對組織和諧發(fā)展影響重大。而作為一種無法回避的負性情緒，妒忌心理更加不可忽視。當今教育處于大變革時期，中小學教師群體的心理健康一直受到研究者們的關(guān)注，對于中小學教師妒忌心理的研究有助于幫助中小學教師正確認識自己與其它同事的優(yōu)缺點，正確對待自己和同事在工作中的得與失，保持樂觀開朗的心態(tài)，幫助其控制妒忌情緒引發(fā)職場越軌行為的傾向，進而改善教師人際關(guān)系，促進校園和諧發(fā)展。 本研究以中小學教師為研究對象，在以往主要關(guān)注妒忌前因變量及其產(chǎn)生的神經(jīng)心理機制的基礎上，通過信度分析和驗證性因素分析檢驗了本研究所涉及問卷的信效度，并在此基礎上分析比較了中國文化背景下中小學教師妒忌在不同人口學/組織學特征變量上的差異，并進一步探討了中小學教師的妒忌心理與職場越軌行為之間的作用機制，以及情緒工作在二者相互關(guān)系中的調(diào)節(jié)作用。 本研究的結(jié)果顯示：第一：不同性別、年齡、學歷、工作年限、組織性質(zhì)的中小學教師在妒忌上存在顯著差異（t0.05）。中小學女性教師的妒忌顯著高于中小學男性教師的妒忌；中小學教師妒忌隨著年齡段的增加有遞增的趨勢；剔除高中及中專以下學歷組的樣本偏差，學歷越低，中小學教師妒忌得分呈現(xiàn)越高的趨勢；工作年限越長，中小學教師妒忌呈現(xiàn)越高的趨勢；公立中小學教師妒忌高于私立中小學教師妒忌；不同的組織規(guī)模在中小學教師妒忌上不存在顯著差異(p0.05)。 第二：中小學教師妒忌與職場越軌行為之間存在顯著相關(guān)，并且對職場越軌行為具有顯著的正向預測作用；中小學教師妒忌與職場越軌行為的人際越軌行為維度、組織越軌行為維度均存在顯著相關(guān)，并且對各個維度都具有顯著的正向預測作用。 第三：情緒工作對中小學教師妒忌與人際越軌行為的關(guān)系有顯著的負向調(diào)節(jié)作用；情緒工作對中小學教師妒忌與組織越軌行為的關(guān)系有顯著的負向調(diào)節(jié)作用；情緒工作對中小學教師妒忌與職場越軌行為的關(guān)系有顯著的負向調(diào)節(jié)作用。
[Abstract]:Our country advocates the harmonious development of society, and social organization is an important part of society. The harmonious and healthy development of social organization is of far-reaching significance to the harmony of the whole society. The emotional feelings and behavioral tendencies caused by the organization members' working process have a great influence on the harmonious development of the organization. As a negative emotion, jealousy can not be ignored. Nowadays, education is in a period of great change, and the mental health of primary and secondary school teachers has been concerned by researchers all the time. The research on jealousy of primary and secondary school teachers is helpful to help primary and secondary school teachers to understand their own strengths and weaknesses with other colleagues. In order to improve teachers' interpersonal relationship and promote the harmonious development of campus, we should correctly deal with the gains and losses of ourselves and colleagues at work, keep an optimistic and cheerful attitude, help them to control the tendency of jealousy to lead to deviant behavior in the workplace. In this study, primary and secondary school teachers were taken as the research subjects. On the basis of the previous attention to the former dependent variables and their neuropsychological mechanism, reliability analysis and confirmatory factor analysis were used to test the reliability and validity of the questionnaire involved in this study. On this basis, this paper analyzes and compares the differences of teachers' jealousy in different demographic / organizational characteristics under Chinese cultural background, and further discusses the mechanism between teachers' jealousy psychology and deviant behavior in the workplace. And the role of emotional work in the relationship between them. The results showed that: first, there were significant differences in jealousy among primary and secondary school teachers with different gender, age, educational background, working years and organizational nature (t0.05). The jealousy of female teachers in primary and secondary schools was significantly higher than that of male teachers in primary and secondary schools, and the jealousy of primary and secondary school teachers tended to increase with the increase of age. The higher the score of jealousy of primary and secondary school teachers, the higher the trend of jealousy of primary and secondary school teachers with longer working years, the higher the jealousy of public primary and middle school teachers is higher than that of private primary and secondary school teachers. There was no significant difference in the jealousy of primary and secondary school teachers among different organizational scales (p0.05). Second, there is a significant correlation between jealousy and deviant behavior in the workplace, and it has a significant positive predictive effect on workplace deviant behavior, and the dimensions of interpersonal deviant behavior between jealousy and workplace deviant behavior of primary and middle school teachers. The dimension of organizational deviant behavior is significantly related to each dimension and has a significant positive predictive effect on each dimension. Third, emotional work has a significant negative regulation effect on the relationship between jealousy and interpersonal deviant behavior of primary and secondary school teachers, emotional work has a significant negative regulation on the relationship between jealousy and organizational deviant behavior of primary and secondary school teachers. Emotional work has a significant negative effect on the relationship between teachers' jealousy and workplace deviant behavior.
【學位授予單位】：河南大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B848.4

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