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目的了解5.12汶川地震后四川灾区小学教师的主观幸福感、应对方式现状及两者之间的关系。方法采用主观幸福感问卷和应对方式问卷对来自四川地震灾区102所小学的307名小学教师进行调查。结果 1不同职称小学教师在精力、忧郁或愉快、对情感和行为的控制及松弛与紧张4个维度差异显著(F=3.297,P<0.05;F=4.101,P<0.01;F=2.702,P<0.05;F=5.208,P<0.01);不同级别学校的教师在对情感和行为的控制维度差异显著(F=3.093,P<0.05);2男教师更多采用自责、退避的应对方式(t=2.283,P<0.05;t=2.523,P<0.05),女教师更多采用求助的应对方式(t=2.272,P<0.05);不同任教年限教师在解决问题维度差异显著(F=3.058,P<0.05);中年教师较青年教师更多采用解决问题的应对方式(F=40.013,P<0.05);3主观幸福感和应对方式各因子存在不同程度相关,自责、幻想和求助能联合预测主观幸福感29.8%的变异量。结论应对方式能在一定程度上预测主观幸福感水平;有必要对灾后教师的应对方式进行积极引导。
Objective To understand the subjective sense of well-being and coping style of primary school teachers in the disaster areas in Sichuan after 5.12 Wenchuan earthquake and the relationship between the two. Methods A total of 307 primary school teachers from 102 primary schools in the earthquake-stricken area of Sichuan Province were investigated by subjective well-being questionnaire and coping style questionnaire. Results 1 There were significant differences among the four primary school teachers in terms of energy, depression or pleasure, control of emotion and behavior, and relaxation and tension (F = 3.297, P <0.05; F = 4.101, P <0.01; F = 2.702, P <0.05; F = 5.208, P <0.01). Teachers in different grades had significant differences in the control of emotion and behavior (F = 3.093, P <0.05); 2 male teachers were more likely to use reproaches and retreats (t = 2.283, P <0.05; t = 2.523, P <0.05). Female teachers used coping strategies more often (t = 2.272, P <0.05). Teachers of different teaching years had significant differences in solving the problem (F = 3.058, P <0.05). Middle-aged teachers used more coping styles (F = 40.013, P <0.05) than younger teachers. 3 Subjective well-being and coping styles had different degrees of correlation, Seek to jointly predict 29.8% of the variation in subjective well-being. Conclusion Coping styles can predict the level of subjective well-being to a certain extent; it is necessary to actively guide post-disaster teachers’ coping styles.