摘要
基于双因素理论,选取重庆市某区499名幼儿园教师为研究对象,采用反刍思维量表、领悟社会支持量表、职业成就感量表及工作投入问卷进行测量。结果发现:幼儿园教师的反刍思维与社会支持、职业成就感、工作投入均显著负相关,社会支持、职业成就感与工作投入均显著正相关;反刍思维显著负向预测其工作投入;社会支持在反刍思维和工作投入之间起部分中介作用;职业成就感在反刍思维与工作投入之间起完全中介作用。社会、幼儿园、家庭应多方协作,通过培养积极反刍思维习惯、保障社会支持、增强职业成就感来提高幼儿园教师的工作投入。
A sample of 499 preschool teachers from a district in Chongqing was recruited as the research objects based on the Two-factor Theory,and completed questionnaires regarding rumination,social support,sense of professional accomplishment and work engagement.Results showed that preschool teachers'rumination was significant negatively correlated with social support,sense of professional accomplishment and work engagement,while social support and sense of professional accomplishment were significant positively correlated with work engagement;social support partial mediated the association between rumination and work engagement;sense of professional accomplishment fully mediated the association between rumination and work engagement.The society,kindergarten and family should make efforts to improve the work engagement of preschool teachers by cultivating the habit of positive rumination,guaranteeing social support and enhancing sense of professional accomplishment.
作者
吕晓
胡春梅
LV Xiao;HU Chunmei(Chongqing University of Arts and Sciences,Chongqing 402160)
出处
《教育科学研究》
CSSCI
北大核心
2023年第6期46-54,共9页
Educational Science Research
基金
教育部2022年度人文社会科学研究项目“基于多源数据的幼小衔接实践耦合度测评与提升机制研究”(22XJA880007)的成果之一。
关键词
反刍思维
社会支持
职业成就感
工作投入
幼儿园教师
rumination
social support
sense of professional accomplishment
work engagement
preschool teacher
