【作者】 申艳娥；

【导师】 叶一舵；

【作者基本信息】 福建师范大学 ， 发展与教育心理学， 2003， 硕士

【摘要】 本研究立足于中小学教师心理健康辅导，以中小学教师的压力应对方式为突破口，探讨中小学教师压力应对的特点及教师一般自我效能感、社会支持、主观压力、性别等人口学特征对教师应对方式的影响，试图探求教师成功应对压力的心理机制，以期有助于中小学教师的心理健康辅导工作及应对研究。 本研究采用修订的教师一般自我效能感量表、已有的应对方式量表和社会支持评定量表对内蒙古自治区700名中小学教师进行了调查分析。研究结果表明：中小学教师总体压力水平为中等，但承受着较大的工作压力；中小学教师普遍采用适应性应对方式并具有一定的跨情境性，但在应对负性压力时，倾向于采用非适应性应对方式；在应对各种压力情境时，倾向于联合使用几种应对方式并各有所侧重；不同压力情境下，不同人口学特征的教师在不同应对方式上存在显著性差异；一般自我效能感、社会支持、主观压力、性别对不同的应对方式具有不同的预测作用，他们可能分别对某种类型的应对方式更具重要性。更多还原

【Abstract】 This study explored features of primary and junior high school teachers’ coping ways and influences of teacher’ s general self-efficacy, social support, subjective stress and gender upon them, based itself on the guidance of teacher’ s mental health and taken their coping ways as a breach. It tries to seek the mental mechanism teachers can succeed in coping stress, and helps the guidance of teacher’ s mental health and coping research. The study investigated 700 primary and junior high school teachers from Inner Mongolia, used teacher’ s general self-efficacy scale, coping scale and social support scale. The finings are elaborated as the following: The stress level of teachers is moderate generally, however, further research shows that they are suffering more work stress; They often use adaptation coping styles and sometimes these coping styles could be utilized beyond stress situations; Coping with the negative stress, they tend to adopt maladaptive coping ways; They inclines to synthetically apply various ways and lay particular emphasis on each coping strategies under diverse contexts; Teachers from different background in different situations show that there are significant differences in different coping ways; Teacher’ s general self-efficacy, social support, subjective stress and gender have different significantly predictive effects on different coping styles, and they might have more significantly predictive effects on certain type coping ways.更多还原