摘要
目的 探讨中小学教师应对方式、失眠和反刍思维之间的关系。方法 2020年11月—2021年2月,调查四川省某地区3 251名中小学教师,采用简易应对方式问卷(simplified coping style questinnaire,SCSQ)、阿森斯失眠量表(athens insmnia scale,AIS)和反刍思维量表(ruminative responses scale,RRS)分别测量教师的应对方式、失眠情况和反刍思维倾向,并对数据进行分析。结果 教师AIS得分为(5.57±4.40)分,36.2%的中小学教师存在失眠问题;积极应对方式得分为(1.96±0.41)分,消极应对方式为(1.56±0.51)分;RRS得分为(19.99±4.53)分。积极应对与AIS总分呈负相关(r=-0.208,P<0.01),与RRS总分及各维度得分均呈正相关(r=0.048~0.118,均P<0.01);消极应对与AIS总分呈正相关(r=0.211,P<0.01),与RRS总分及各维度均呈正相关(r=0.180~0.211,均P<0.01)。中小学教师反刍思维在积极应对和睡眠之间及消极应对和睡眠间均起部分中介效应(β=0.330、0.279,均P<0.01)。结论 应对方式既可以直接影响中小学教师的失眠情况,也可以通过反刍思维间接影响其失眠情况。
Objective To explore the relationship among coping style,insomnia and rumination of primary and secondary school teachers.Methods From November 2020 to February 2021,3 251 primary and secondary school teachers in a region of Sichuan Province were investigated by using the simplified coping style questionnaire(SCSQ),Athens insomnia scale(AIS) and ruminative responses scale( RRS),to measure the coping style,insomnia and rumination of teachers respectively,and analyze the data.Results The score of AIS in teachers was(5.57±4.40)points,and 36.2% of primary and secondary school teachers had insomnia.The score of positive coping style and negative coping style was(1.96±0.41) and(1.56±0.51)points respectively.The score of RRS was(19.99±4.53)points.Positive coping style was negatively correlated with AIS total score(r=-0.208,P<0.01),and was positively correlated with total score and the scores in each dimension of RRS(r=0.048-0.118,all P<0.01).Negative coping style was positively correlated with AIS total score(r=0.211,P<0.01),and was positively correlated with the total score and the scores in each dimension of RRS(r=0.180-0.211,all P<0.01).The partial mediating effect of rumination between positive coping style and sleep and negative coping style and sleep in primary and secondary school teachers were statistically significant(β=0.33,0.279,both P<0.01).Conclusion The coping style can not only directly affect the insomnia of primary and secondary school teachers,but also indirectly affect their insomnia through rumination.
作者
向虹霓
张英辉
何佩
杨蕊
杨梅
XIANG Hong-ni;ZHANG Ying-hui;HE Pei;YANG Rui;YANG Mei(Clinical Laboratory of Psychiatry,Guangyuan Mental Health Center,Guangyuan Sichuan,628001,China)
出处
《职业与健康》
CAS
2022年第4期511-515,共5页
Occupation and Health
基金
2020四川省科技厅软项目(2020JDR0363)。
关键词
应对方式
失眠
反刍思维
中介效应
Coping style
Insomnia
Rumination
Mediating effect
