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心理资本对农村幼儿教师工作投入的影响:情绪调节自我效能感的中介作用
作者:刘锦涛1  周爱保2 
单位:1. 兰州城市学院教育学院  兰州 730070 
2.
 西北师范大学心理学院  兰州 730070 
关键词:农村幼儿教师 心理资本 情绪调节自我效能感 工作投入 
分类号:R395.6
出版年,卷(期):页码:2016,24(6):1069-1073
摘要:

目的:考察农村幼儿教师心理资本、情绪调节自我效能感与工作投入之间的关系。方法:采用教师心理资本问卷、情绪调节自我效能感问卷、幼儿教师工作投入问卷对304名农村幼儿教师进行调查。结果:农村幼儿教师心理资本、情绪调节自我效能感与工作投入均呈显著正相关;高情绪调节自我效能组幼儿教师在心理资本、工作投入上的得分均显著高于低情绪调节自我效能组教师;层级回归分析显示,在同时考虑情绪调节自我效能感的影响时,心理资本(自信、希望、乐观、韧性)对工作投入的作用虽显著但已减弱。结论:情绪调节自我效能感在农村幼儿教师心理资本对工作投入的预测中起部分中介作用。

Objective: The study aimed to explore the relationship among psychological capital, regulatory emotional self-efficacy and work engagement in rural kindergarten teachers. Methods: A total of 304 rural kindergarten teachers were investigated by teachers' psychological capital questionnaire, regulatory emotional self-efficacy scale and kindergarten teachers' work engagement questionnaire. Results: Correlation analysis showed that psychological capital, regulatory emotional self-efficacy and work engagement correlated significantly positively with each other. The group of rural kindergarten teachers with high regulatory emotional self-efficacy level got higher scores on psychological capital and work engagement than the group with low regulatory emotional self-efficacy level(Ps<0.001). Hierarchical regression analysis showed that regulatory emotional self-efficacy mediated the positive effects of psychological capital on work engagement significantly. Conclusion: Regulatory emotional self-efficacy has partial mediating role in the relational between psychological capital and work engagement in rural kindergarten teachers.

基金项目:
国家自然科学基金项目(31160204)
作者简介:
参考文献:

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