摘要
职业倦怠问题与教师的情绪紧密相关深刻影响着教师的身心健康、工作积极性和教学质量。本研究对538名高校教师进行问卷调查,旨在探究情绪智力对于职业倦怠的影响以及情绪劳动策略所起的中介作用。研究发现:①高校教师情绪智力负向预测职业倦怠;②情绪智力与主动深度行为和被动深度行为的情绪劳动策略呈正相关;③主动深度行为和被动深度行为与职业倦怠显著负相关,表层行为与职业倦怠显著正相关。④主动深度行为和被动深度行为在情绪智力和职业倦怠之间起到部分中介作用,作用效用达29.5%。以上研究结果既丰富了教师职业倦怠的理论模型,又为干预教师的职业倦怠现象提供参考。
Job Burnout deeply influences teachers physical and mental health,working enthusiasm and teaching quality.The prominent feature of job burnout is emotional exhaustion and it closely correlates with teachers emotion.The present study investigate 538 university teachers,aiming to explore the effects of teachers emotional intelligence on job burnout and the mediating role of emotional labor.The research finds that:①Teachers emotional intelligence negatively predicts job burnout;②emotional intelligence has positive correlation with active deep acting and passive deep acting.The higher their emotional intelligence is,the more deep acting they tend to adopt;③Active deep acting and passive deep acting are negatively related to job burnout while surface acting positively correlated with job burnout;④teachers active deep acting and passive deep acting plays a mediating role between emotional intelligence and job burnout,whose mediating effect is 29.5%.Theoretically,the above findings enrich the theoretical model of teacher job burnout.Practically,the study provides reference for intervening teacher job burnout.
作者
杨世玉
刘丽艳
YANG Shiyu;LIU Liyan
出处
《中国人民大学教育学刊》
CSSCI
2024年第2期86-99,共14页
Renmin University of China Education Journal
关键词
情绪智力
职业倦怠
情绪劳动策略
高校教师
Emotional Intelligence
Job Burnout
Emotional Labor Strategy
University Teacher
