摘要
采用职业发展期望问卷、心理健康连续体量表、工作投入量表和领悟社会支持量表对612名乡村教师进行调查研究。结果发现:工作投入在乡村教师职业期望与积极心理健康之间起完全中介作用;社会支持在"职业期望→工作投入→积极心理健康"的整个路径上均具有显著的调节作用,即高社会支持水平上,职业期望能有效提升乡村教师的工作投入,进而促进积极心理健康水平的提升,而低社会支持则会阻碍乡村教师职业期望通过工作投入促进积极心理健康水平的提升。
The present study conducted a survey on 612 rural teachers using Career Development Expectation Questionnaire ( CEQ ), Mental Health Continuum Short in Adults ( MHC-SF ), Job Engagement Scale ( JES ) and Perceived Social Support Scale ( PSSS ). The result shows job engagement played a full mediating role in the relation between occupational expectations and positive mental health, and social support has a significant regulatory role in the whole path of "occupational expectation→work input→positive mental health", which means that high social support level and occupational expectations can effectively improve the work input of rural teachers, and further promote positive mental health, whereas low social supports hinder rural teachers from making remarkable progress in positive mental health with high job engagement.
作者
赖怡
赵科
杨丽宏
孙丽婷
尹绍清
Lai Yi;Zhao Ke;Yang Lihong;Sun Liting;Yin Shaoqing(School of Education,Chuxiong Normal University,Chuxiong,Yunnan 675000,China;Dehong Teachers College,Mangshi,Yunnan 678400,China)
出处
《大理大学学报》
CAS
2019年第3期105-109,共5页
Journal of Dali University
基金
云南省教育科学规划(高等学校教师教育联盟)教师教育专项课题"地方师范院校实践取向的乡村教师培养研究"(GJZ1610)
关键词
职业期望
工作投入
积极心理健康
社会支持
乡村教师
career development expectation
job engagement
positive mental health
social support
rural teachers
