大学教师存在性焦虑研究:资本的视角——基于北京A大学教师群体的实证分析
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摘要
存在性焦虑是大学教师在面临生存及发展困境时所产生的一种深层、根本性的精神及人格"病态"特征,是衡量大学教师职业及精神健康与否的重要指标。通过对北京A大学192份大学教师的数据分析,结果显示:大学教师存在性焦虑可以从价值感、意义感、认同感和无助感四个维度来衡量;提高大学教师经济资本、心理资本可以降低其存在性焦虑;大学教师文化资本越高,其面临的存在性焦虑越大,社会资本的影响不显著。为此,应提高大学教师的经济水平,优化大学分配结构;培育大学教师职业及心理素质,创造精神安全氛围;转变大学教师认知误区,提升人生境界;改进大学教师社会参与,优化人际交往。
Existential anxiety is a deep and fundamental personality state of university teachers when facing their own survival and development difficulties. It is an important index to measure the professional health of university teachers. Through the analysis of 192 university teachers' data,the results show that: university teachers' existential anxiety can be measured from four dimensions of teachers' sense of value,sense of meaning,sense of identity and sense of helplessness; Improving university teachers' economic capital and psychological capital can reduce their existential anxiety. The higher the cultural capital of teachers,the greater the existential anxiety they face,but the influence of social capital is not significant. Therefore,we should improve the economic level of university teachers and optimize the distribution structure of universities. Cultivating university teachers ' professional and psychological quality and creating a safe atmosphere; Change the misunderstanding of university teachers' cognition and improve the realm of life; Improve university teachers' social participation and optimize interpersonal communication.
Existential anxiety is a deep and fundamental personality state of university teachers when facing their own survival and development difficulties. It is an important index to measure the professional health of university teachers. Through the analysis of 192 university teachers' data,the results show that: university teachers' existential anxiety can be measured from four dimensions of teachers' sense of value,sense of meaning,sense of identity and sense of helplessness; Improving university teachers' economic capital and psychological capital can reduce their existential anxiety. The higher the cultural capital of teachers,the greater the existential anxiety they face,but the influence of social capital is not significant. Therefore,we should improve the economic level of university teachers and optimize the distribution structure of universities. Cultivating university teachers ' professional and psychological quality and creating a safe atmosphere; Change the misunderstanding of university teachers' cognition and improve the realm of life; Improve university teachers' social participation and optimize interpersonal communication.
引文
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[12]郭丛斌,闵维方.家庭经济和文化资本对子女教育机会获得的影响[J].高等教育研究,2006(11):24-31.
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[17]方长春.地位差异及其在生产[M].北京:中国社会科学出版社,2015:59.
[18]布迪厄.文化资本与社会炼金术[M].包亚明,译.上海人民出版社,1997:36.
[19]Luthans,F.,Luthans,K.,Luthans,B.Positive psychological capital:Beyond human and social capital[J].Business Horizon,2004,47(1):45-50.
[20][23]黄希庭,杨雄.青年学生自我价值感量表的编制[J].心理科学,1998(4):289-292.
[21][24]Steger,M.F.,Frazier,P.,Oishi,S.,et al.The meaning in life questionnaire:Assessing the presence of and search for meaning in life[J].Journal of Counseling Psychology,2006,53:80-93.
[22]张淑华,李海莹,刘芳.身份认同研究综述[J].心理研究,2012(1):21-27.
[25]哈贝马斯.交往行为理论[M].曹卫东,译.上海人民出版社,2004:89.
[26]罗希明,王仕民.论现代人的生存焦虑[J].长江论坛,2014(1):70-74.
[29]刘金伟,张荆,李君甫,等.北京高校教师薪酬满意度及其影响因素分析[J].复旦教育论坛,2012(1):71-77.
[30]葛林波.社会资本视角下高校青年教师的职业发展路径[J].中国青年研究,2014(5):65-67.
[31]吉登斯.现代性与自我认同[M].赵旭东,等译.北京三联书店,1998:78.
[2]Hullett,M.A.A validation study of the existential anxiety scale[EB/OL].[2018-07-01].http://eric.ed.gov/ERICWeb Portal/contentdelivery/servlet/ERICServlet?accno=ED377430.
[3]布迪厄.实践与反思[M].李猛,译.中央编译出版社,1998:210.
[4]Berman,S.L.,Weems,C.F.,Stickle,T.R.Existential anxiety in adolescents:prevalence,structure,association with psychological symptoms and identity development[J].Journal of Youth and Aolescence,2006,35(3):303-310.
[5]朱攀华,王慧,李霞.感戴在大学生存在焦虑和生活满意度之间的中介作用[J].内江师范学院学报,2016(6):74-77.
[6]Good,L.R.,Good,K.C.A Preliminary Measure of Existential Anxiety[J].Psychology Report,1974,34:72-74.
[7]Bylski,N.C.,Westman,A.S.Relationships Among Denfense Style,Existential Anxiety,and Religiosity[J].Psychological Report,1991,68:1389-1390.
[8][10][11][27][28]章乐.现代人的生存焦虑与体认自我限度的教育[J].全球教育展望,2015(1):49-57.
[9]吉登斯.现代性与自我认同[M].赵旭东,等译.北京三联书店,1998:76.
[12]郭丛斌,闵维方.家庭经济和文化资本对子女教育机会获得的影响[J].高等教育研究,2006(11):24-31.
[13]布迪厄.实践与反思[M].李猛,译.中央编译出版社,1998:78-83.
[14]林南.社会资本:关于社会结构与行动的理论[M].张磊,译.上海人民出版社,2005:75-76.
[15]Luthans,F.,Luthans,K.,Luthans,B.Positive psychological capital:Beyond human and social capital[J].Business Horizon,2004,47(1):45-50.
[16]孟林,杨慧.心理资本对大学生学习压力的调节作用[J].河南大学学报(社会科学版),2012(3):142-150.
[17]方长春.地位差异及其在生产[M].北京:中国社会科学出版社,2015:59.
[18]布迪厄.文化资本与社会炼金术[M].包亚明,译.上海人民出版社,1997:36.
[19]Luthans,F.,Luthans,K.,Luthans,B.Positive psychological capital:Beyond human and social capital[J].Business Horizon,2004,47(1):45-50.
[20][23]黄希庭,杨雄.青年学生自我价值感量表的编制[J].心理科学,1998(4):289-292.
[21][24]Steger,M.F.,Frazier,P.,Oishi,S.,et al.The meaning in life questionnaire:Assessing the presence of and search for meaning in life[J].Journal of Counseling Psychology,2006,53:80-93.
[22]张淑华,李海莹,刘芳.身份认同研究综述[J].心理研究,2012(1):21-27.
[25]哈贝马斯.交往行为理论[M].曹卫东,译.上海人民出版社,2004:89.
[26]罗希明,王仕民.论现代人的生存焦虑[J].长江论坛,2014(1):70-74.
[29]刘金伟,张荆,李君甫,等.北京高校教师薪酬满意度及其影响因素分析[J].复旦教育论坛,2012(1):71-77.
[30]葛林波.社会资本视角下高校青年教师的职业发展路径[J].中国青年研究,2014(5):65-67.
[31]吉登斯.现代性与自我认同[M].赵旭东,等译.北京三联书店,1998:78.