【摘要】：由于情緒智力理論的不斷發(fā)展,越來越多的學(xué)者開始研究情緒智力對個體的生活、工作等方面的影響。而教師,作為高情緒投入者和表達者,其情緒智力的高低不僅影響著自身的心理健康水平,也會影響到學(xué)生的心理健康水平。自我情緒智力是指向個體內(nèi)部的,加工自己情緒的能力,而職業(yè)幸福感也是個體在工作中內(nèi)心體驗到的一種愉悅感受。因此探討教師的情緒智力與職業(yè)幸福感的關(guān)系就很有必要。本文首先對情緒智力理論和教師職業(yè)幸福感的研究現(xiàn)狀進行了簡要的回顧,并指出了已有研究中存在的問題,隨后提出自己的想要考察的問題。其次,根據(jù)情緒智力三維結(jié)構(gòu)中加工自己情緒信息的能力理論部分編制了中小學(xué)教師自我情緒智力量表。采用自編的量表和中小學(xué)教師職業(yè)幸福感量表,分析中小學(xué)教師的自我情緒智力現(xiàn)狀、職業(yè)幸福感現(xiàn)狀以及兩者之間的關(guān)系,研究結(jié)論主要有:(1)自編的中小學(xué)教師自我情緒智力量表具有較好的信效度,可以作為測量中小學(xué)教師自我情緒智力的工具。該量表共有25個條目,分為感知和體驗自己積極情緒的能力、感知和體驗自己消極情緒的能力、表達和評價自己積極情緒的能力、表達和評價自己消極情緒的能力、調(diào)節(jié)和控制自己積極情緒的能力和調(diào)節(jié)和控制自己消極情緒的能力六個維度。(2)中小學(xué)教師自我情緒智力整體發(fā)展較好,且自我情緒智力及其維度在部分人口學(xué)變量上存在顯著差異。(3)中小學(xué)教師職業(yè)幸福感高于平均水平。(4)中小學(xué)教師職業(yè)幸福感在是否任教畢業(yè)班、婚姻狀況和周課時數(shù)人口學(xué)變量上差異顯著。(5)中小學(xué)教師自我情緒智力與職業(yè)幸福感及其工作滿意度和積極情感維度呈顯著正相關(guān),與消極情感呈顯著負相關(guān)。(6)中小學(xué)教師自我情緒智力能夠正向預(yù)測其職業(yè)幸福感。
[Abstract]:Due to the development of the theory of emotional intelligence, more and more scholars have begun to study the influence of emotional intelligence on the life and the work of the individual. The teacher, as the high-emotion input and the expression, the emotional intelligence of the teacher not only affects the level of self-health, but also affects the student's mental health level. Self-emotional intelligence is the ability of the individual to process his own emotions, and the professional well-being is also a pleasant feeling of the individual's inner experience in the work. Therefore, it is necessary to study the relationship between the teacher's emotional intelligence and the professional well-being. In this paper, the present situation of the research on the theory of emotional intelligence and the professional well-being of the teachers is briefly reviewed, and the problems existing in the existing research are pointed out. Secondly, according to the ability theory part of the three-dimensional structure of the emotional intelligence, the self-emotional intelligence scale of the primary and middle school teachers is developed. Based on the self-designed scale and the professional well-being of teachers in primary and secondary schools, the present situation of self-emotional intelligence, the present situation of professional well-being of primary and secondary school teachers and the relationship between them are analyzed, and the conclusions are as follows: (1) The self-designed self-emotional intelligence scale of primary and secondary school teachers has good faith-effect, and can be used as a tool to measure the self-emotional intelligence of primary and secondary school teachers. The scale has 25 entries, which are divided into the ability to sense and experience their own positive emotions, the ability to sense and experience their negative emotions, the ability to express and evaluate their positive emotions, the ability to express and evaluate their negative emotions, The ability to regulate and control their positive emotions and the ability to regulate and control their negative emotions are six dimensions. (2) The overall development of the self-emotional intelligence of primary and middle school teachers is good, and the self-emotional intelligence and its dimension have significant differences in some demographic variables. (3) The professional well-being of the teachers in primary and secondary schools is higher than the average. (4) The teacher's professional well-being in primary and secondary schools has a significant difference in the demography variables of the teaching, the marital status and the weekly hours. (5) The self-emotional intelligence of primary and middle school teachers is positively correlated with their job satisfaction and positive emotional dimension, and negatively related to negative emotion. (6) The self-emotional intelligence of primary and middle school teachers can predict their professional well-being in the forward direction.
【學(xué)位授予單位】：信陽師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.3

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