摘要
目的:通过调查了解中学教师的主观幸福感和社会支持情况以及两者之间的关系,为有效提高教师的素质提供一定的心理学依据。方法:于2005-07/08从重庆、四川、贵州3个省24所中学里随机整群抽取300名教师为调查对象。采用了幸福感指数量表和社会支持评定量表对中学教师的主观幸福感以及与社会支持之间的关系进行了调查分析。其中幸福感指数量表包括总体情感指数量表和生活满意度问卷。计算总分时将总体情感指数表平均得分与生活满意度问卷的得分(权重为1.1)相加,范围为2.1(最不幸福)～14.7(最幸福)。社会支持评定量表包括主观支持、客观支持和支持的利用度3个因子。结果:发放问卷300份,回收有效问卷284份,男145名,女139名,年龄22～49岁。①方差分析显示,性别在总体情感指数和幸福感指数量表总分上主效应显著(F=12.108,12.198,P<0.01),性别、文化程度、工作所在地在生活满意度上主效应显著(F=7.523,9.668,4.230,P<0.05～0.01)。进一步的数据分析显示,女性总体情感指数、生活满意度和幸福感指数量表总分高于男性(22.885±8.281,21.366±7.949;3.043±1.056,3.028±1.213;25.928±9.020,24.393±8.980),但是差异并不显著(P>0.05)。农村与城市,重点中学与非重点中学教师在总体情感指数、生活满意度和幸福感指数量表总分比较差异均不显著。而学历程度为大专与学历程度为本科的教师在生活满意度上差异接近显著水平(2.400±0.821,3.073±1.161,P=0.051)。②中学教师的主观支持、支持的利用度以及社会支持总分与总体情感指数、生活满意度以及幸福感指数都呈正相关,差异有显著性(r=0.163～0.394,P<0.05～0.01)。③采用逐步回归方法发现主观支持对中学教师的幸福感有显著的预测作用。结论:中学教师社会支持状况特别是主观支持对其幸福感有很重要的影响作用。
AIM： To explore the sense of wall-being and social support of middle school teachers and their relationship, so as to provide psychological references for the improvement of quality of teachers effectively. METIBODS： 300 middle school teachers ware selected from 24 middle schools in Chongqing, Sichuan and Guizhou provinces from July to August 2005 with the cluster sampling method. The index of wall-being and social support rating scale （SSRS） ware used to investigate the subjective. sense of wall-being and the correlation with social support of middle school teachers. The index of wall-being was composed of index of general affect and life satisfactory questionnaire. The total scores ware calculated by adding the mean scores of the index of general affect and life satisfactory questionnaire （weight was 1.1） from 2.1 （unhappiest） to 14.7 （happiest）. SSRS included 3 factors： subjective support, objective support and support utilization. RESULTS：300 questionnaires ware sent out and 284 available questionnaires were retrieved including 145 males and 139 females aged 22-49 years old. ①The analysis of vananca showed that sex had distinct effect on total scores of index of general affect and wall-being index （F=12.108, 12.198, P 〈 0.01）; Sex, education and working place had distinct effects on life satisfaction （F=7.523, 9.668, 4.230, P 〈 0.05-0.01 ）. Further analysis showed that the total scores of index of general affect, life satisfaction and subjective wall-being index of females ware higher than those of males （22.885± 8.281, 21.366±7.949; 3.943±1.056, 3.028±1.213; 25.928±9.020, 24.393±8.980）, but without significant difference （P 〉 0.05）. No significant differenca was found in the total scores of the teachers in rural and urban, key schools and not key schools; however, the teachers with associate and undergraduate degrees had significant differences in life satisfactory （2.400±0.821, 3.073±1.161, P =0.051）. ②The subjective support, support utilization and total scores of social support of middle school teachers ware positively correlated with index of general affect, life satisfaction and subjective wall-being index, and the difference was significant （r=0.163-0.394, P 〈 0.05-0.01）. ③With stepwise regression method, it showed that subjective support had distinct predictive effect on the subjective wall-being of middle school teachers. CONCLUSION： The social support condition, especially the subjective support of middle school teachers has great effect on their sense of wall-being.
出处
《中国组织工程研究与临床康复》
CAS
CSCD
北大核心
2007年第17期3270-3272,共3页
Journal of Clinical Rehabilitative Tissue Engineering Research
