摘要
选取河南省270名幼儿教师为被试进行问卷调查,探讨工作家庭冲突与工作投入的关系,以及情绪智力对这一关系的调节效应。结果表明:幼儿教师工作家庭冲突水平较高,且工作对家庭的干扰效应更明显;幼儿教师工作家庭冲突、情绪智力分别负向和正向预测其工作投入;幼儿教师情绪智力可以调节工作家庭冲突对其工作投入的负性影响,具体而言,在低情绪智力水平下,幼儿教师的工作家庭冲突可以负向预测其工作投入水平,而在高情绪智力水平下,幼儿教师的工作家庭冲突对其工作投入影响不显著。
To explore the relationship between work-family conflict,emotional intelligence and work en-gagement among preschool teachers,a total of 270 preschool teachers in Henan province were selected to com-plete the survey. The result indicated that ( a) the level of preschool teachers’work-family conflict ( WFC) was a little high,and compared with their family interfere work ( FIW) ,their work interfere family ( WIF) was more serious; ( b) preschool teachers’work-family conflict negatively predicted their work engagement, while their emotional intelligence positively predicted their work engagement; and ( c) preschool teachers’e-motional intelligence was a moderator between their work-family conflict and work engagement; specifically, preschool teachers’work-family conflict negatively predicted their work engagement at the low level of their e-motional intelligence. However,at the high level of their emotional intelligence,preschool teachers’work-family conflict did not impact their work engagement significantly.
出处
《华东师范大学学报（教育科学版）》
CSSCI
北大核心
2015年第4期80-88,共9页
Journal of East China Normal University:Educational Sciences
基金
河南省教育厅科学技术研究重点项目"河南省幼儿教师社会支持感
工作投入与心理健康的关系研究"(14B190002)
关键词
工作家庭冲突
工作投入
情绪智力
幼儿教师
work-family conflict
work engagement
emotional intelligence
preschool teachers
