社会经济地位与教师关怀行为关系:主观幸福感的中介作用
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摘要
本文通过调查教师的社会经济地位、主观幸福感和教师关怀行为,分析了社会经济地位对教师关怀行为的作用机制,进而为改进教师的教育教学行为提供实证依据。本研究发现:社会经济地位与教师关怀行为呈显著正相关;社会经济地位既能够直接预测教师关怀行为,还能够通过教师主观幸福感来间接作用教师关怀行为;并且与男教师和乡村教师相比较,女教师和城镇教师主观幸福感的中介作用显著高一些,高主观幸福感的女教师和城镇教师中,社会经济地位通过主观幸福感间接作用于教师关怀行为的效应显著高于男教师和乡村教师。这提示我们应该针对男教师特征开展针对性干预以及增加乡村教师教育投入、改善乡村教师的社会经济地位等措施来促进教师关怀行为水平的提升。
This study analyzes the relationship between social economic status and teachers' caring behaviors and the mediating effects of subjective well-being on the relationship between social economic status and teachers' caring behaviors. 312 teachers are surveyed through the scale of social economic status,teachers' caring behaviors and subjective well-being. The results found that: social economic status is positively correlated with subjective well-being and teachers' caring behaviors; and subjective well-being mediates the relationship between social economic status and teachers' caring behaviors; compare to male teachers,female teachers' the mediating role of subjective well-being more significant; compare to rural teachers,urban teachers' the mediating role of subjective well-being more significant. Therefore,when we want to improve teachers' caring behavior we should put forward targeted strategy according to the characteristics of the male teachers. Meanwhile,raising the levels of teacher education investment,strengthening the rural teacher's social economic status are deeded as well.
This study analyzes the relationship between social economic status and teachers' caring behaviors and the mediating effects of subjective well-being on the relationship between social economic status and teachers' caring behaviors. 312 teachers are surveyed through the scale of social economic status,teachers' caring behaviors and subjective well-being. The results found that: social economic status is positively correlated with subjective well-being and teachers' caring behaviors; and subjective well-being mediates the relationship between social economic status and teachers' caring behaviors; compare to male teachers,female teachers' the mediating role of subjective well-being more significant; compare to rural teachers,urban teachers' the mediating role of subjective well-being more significant. Therefore,when we want to improve teachers' caring behavior we should put forward targeted strategy according to the characteristics of the male teachers. Meanwhile,raising the levels of teacher education investment,strengthening the rural teacher's social economic status are deeded as well.
引文
[1]雷浩.中学教师关怀行为的发展特征及其干预策略研究.中国教育学刊. 2015,(2):70-74.
[2]雷浩,徐瑰瑰,邵朝友,桑金琰.教师关怀行为与学生学业成绩的关系:学习效能感的中介作用[J].心理发展与教育,2015,31(2):188-197.
[3]雷浩.教师关怀行为三维模型的建构.国家教育行政学院学报. 2014,(2):67-72.
[4] Muller C. The role of caring in the teacher-student relationship for at-risk students[J]. Sociological inquiry,2001,71(2):241-255.
[5] Malecki C K,Demaray M K. Social support as a buffer in the relationship between socioeconomic status and academic performance[J]. School Psychology Quarterly,2006,21(4):375.
[6] Buckley K E,Anderson C A. A theoretical model of the effects and consequences of playing video games[J]. Playing video games:Motives,responses,and consequences,2006:363-378.
[7]张西超,胡婧,宋继东,张川红,张巍.小学教师心理资本与主观幸福感的关系:职业压力的中介作用[J].心理发展与教育,2014,30(2):200-207.
[8]杨帆.家庭经济因素对家庭幸福感的影响研究—基于北京市调查数据的实证分析.人口与发展.2015,21(6):78-86.
[9] Veenhoven,R. Development in satisfaction research.Social Indicators Research[J]. 1996,(37):1-46.
[10] Buckley K E,Anderson C A. A theoretical model of the effects and consequences of playing video games[J]. Playing video games:Motives,responses,and consequences,2006:363-378.
[11] Laumann E O,Paik A,Glasser D B,et al. A crossnational study of subjective sexual well-being among older women and men:findings from the Global Study of Sexual Attitudes and Behaviors[J]. Archives of sexual behavior,2006,35(2):143-159.
[12] Park,N. The role of subjective well-being in positive youth development[J]. The Annals of the American Academy of Political and Social Science,2004,591(1):25-39.
[13] Bradley R H,Corwyn R F. Socioeconomic status and child development[J]. Annual review of psychology,2002,53(1):371-399.
[14] Diener,E. D.,Emmons,R. A.,&Larsen,R. J.,et al. The satisfaction with life scale[J]. Journal of personality assessment,1985,49(1):71-75.
[15] Watson D,Clark L A,Tellegen A. Development and validation of brief measures of positive and negative affect:the PANAS scales[J]. Journal of personality and social psychology,1988,54(6):1063.
[16]雷浩.教师关怀行为三维模型的建构.国家教育行政学院学报. 2014,(2):67-72.
[17]周浩,龙立荣.共同方法偏差的统计检验与控制方法.心理科学进展. 2004,12(06):942-950.
[18] Baron,R. M.,&Kenny,D. A.(1986). The moderator-mediator variable distinction in social Psychological research:Conce Ptual,strategic,and statistical considerations. Journal of personality and social psychology,51(6),1173.
[19]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.
[20] Buckley K E,Anderson C A. A theoretical model of the effects and consequences of playing video games[J]. Playing video games:Motives,responses,and consequences,2006:363-378.
[21]于凤杰,赵景欣,张文新.早中期青少年未来规划的发展及其与父母教养行为的关系:行为自主的中介效应[J].心理学报,2013,45(6):658-671.
[22]刘世宏,李丹,刘晓洁,等.青少年的学校适应问题:家庭亲密度,家庭道德情绪和责任感的作用[J].心理科学,2014,37(3):617-624.
[2]雷浩,徐瑰瑰,邵朝友,桑金琰.教师关怀行为与学生学业成绩的关系:学习效能感的中介作用[J].心理发展与教育,2015,31(2):188-197.
[3]雷浩.教师关怀行为三维模型的建构.国家教育行政学院学报. 2014,(2):67-72.
[4] Muller C. The role of caring in the teacher-student relationship for at-risk students[J]. Sociological inquiry,2001,71(2):241-255.
[5] Malecki C K,Demaray M K. Social support as a buffer in the relationship between socioeconomic status and academic performance[J]. School Psychology Quarterly,2006,21(4):375.
[6] Buckley K E,Anderson C A. A theoretical model of the effects and consequences of playing video games[J]. Playing video games:Motives,responses,and consequences,2006:363-378.
[7]张西超,胡婧,宋继东,张川红,张巍.小学教师心理资本与主观幸福感的关系:职业压力的中介作用[J].心理发展与教育,2014,30(2):200-207.
[8]杨帆.家庭经济因素对家庭幸福感的影响研究—基于北京市调查数据的实证分析.人口与发展.2015,21(6):78-86.
[9] Veenhoven,R. Development in satisfaction research.Social Indicators Research[J]. 1996,(37):1-46.
[10] Buckley K E,Anderson C A. A theoretical model of the effects and consequences of playing video games[J]. Playing video games:Motives,responses,and consequences,2006:363-378.
[11] Laumann E O,Paik A,Glasser D B,et al. A crossnational study of subjective sexual well-being among older women and men:findings from the Global Study of Sexual Attitudes and Behaviors[J]. Archives of sexual behavior,2006,35(2):143-159.
[12] Park,N. The role of subjective well-being in positive youth development[J]. The Annals of the American Academy of Political and Social Science,2004,591(1):25-39.
[13] Bradley R H,Corwyn R F. Socioeconomic status and child development[J]. Annual review of psychology,2002,53(1):371-399.
[14] Diener,E. D.,Emmons,R. A.,&Larsen,R. J.,et al. The satisfaction with life scale[J]. Journal of personality assessment,1985,49(1):71-75.
[15] Watson D,Clark L A,Tellegen A. Development and validation of brief measures of positive and negative affect:the PANAS scales[J]. Journal of personality and social psychology,1988,54(6):1063.
[16]雷浩.教师关怀行为三维模型的建构.国家教育行政学院学报. 2014,(2):67-72.
[17]周浩,龙立荣.共同方法偏差的统计检验与控制方法.心理科学进展. 2004,12(06):942-950.
[18] Baron,R. M.,&Kenny,D. A.(1986). The moderator-mediator variable distinction in social Psychological research:Conce Ptual,strategic,and statistical considerations. Journal of personality and social psychology,51(6),1173.
[19]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.
[20] Buckley K E,Anderson C A. A theoretical model of the effects and consequences of playing video games[J]. Playing video games:Motives,responses,and consequences,2006:363-378.
[21]于凤杰,赵景欣,张文新.早中期青少年未来规划的发展及其与父母教养行为的关系:行为自主的中介效应[J].心理学报,2013,45(6):658-671.
[22]刘世宏,李丹,刘晓洁,等.青少年的学校适应问题:家庭亲密度,家庭道德情绪和责任感的作用[J].心理科学,2014,37(3):617-624.