本文選題：新河縣中小學(xué)教師 + 自我接納��； 參考：《河北師范大學(xué)》2012年碩士論文

【摘要】：幸福感研究源起于20世紀(jì)60年代積極心理學(xué)的興起。中小學(xué)教師的幸福感不僅關(guān)乎教師自身的生命質(zhì)量，而且與學(xué)生的身心發(fā)展密切相關(guān)。有研究顯示，自我接納影響個(gè)體的幸福感，教師教學(xué)效能感是教師幸福感的重要影響因素。 本研究以自我接納問卷、教師教學(xué)效能感問卷和綜合幸福感問卷為測(cè)量工具，以新河縣466名中小學(xué)教師為研究對(duì)象進(jìn)行問卷調(diào)查和分析，討論了新河縣中小學(xué)教師的自我接納、教學(xué)效能感和綜合幸福感狀況及三者之間的關(guān)系，得出以下結(jié)論： （1）新河縣中小學(xué)教師的自我接納，教學(xué)效能感和綜合幸福感總體狀況良好。自我評(píng)價(jià)高于自我接納，個(gè)人教學(xué)效能感高于一般教學(xué)效能感，，心理幸福感高于主觀幸福感。 （2）新河縣中小學(xué)教師自我接納的所教學(xué)段主效應(yīng)極其顯著，小學(xué)教師的自我評(píng)價(jià)和自我接納總分顯著高于初中和高中教師；性別和年齡的主效應(yīng)均不顯著；年齡和所教學(xué)段對(duì)自我接納的交互作用顯著。 （3）新河縣中小學(xué)教師的教學(xué)效能感的性別和所教學(xué)段主效應(yīng)均不顯著。年齡主效應(yīng)在個(gè)人教學(xué)效能感上達(dá)到顯著水平，20-25歲的中小學(xué)教師的個(gè)人教學(xué)效能感顯著低于其他年齡段的中小學(xué)教師。 （4）新河縣中小學(xué)教師綜合幸福感的性別主效應(yīng)不顯著；年齡在生活滿意和正性情感上主效應(yīng)顯著；所教學(xué)段在生活滿意、正性情感和生命活力維度上主效應(yīng)顯著，在三個(gè)維度上均呈現(xiàn)出高中教師顯著低于小學(xué)和初中教師；性別和年齡在生活滿意、負(fù)性情感、友好關(guān)系上交互作用顯著；性別和所教學(xué)段在正性情感、負(fù)性情感維度上交互作用顯著；年齡和所教學(xué)段在正性情感和幸福指數(shù)上交互作用顯著。 （5）新河縣中小學(xué)教師的自我接納、教學(xué)效能感和綜合幸福感之間呈現(xiàn)極其顯著的正相關(guān)。自我接納對(duì)綜合幸福感有顯著預(yù)測(cè)作用，教學(xué)效能感對(duì)綜合幸福感有顯著預(yù)測(cè)作用，教學(xué)效能感在自我接納和綜合幸福感之間起部分中介作用。
[Abstract]:The study of happiness originated from the emergence of positive psychology in the 1960s.The happiness of primary and secondary school teachers is not only related to their own quality of life, but also closely related to the physical and mental development of students.Some studies have shown that self-acceptance affects individuals' well-being and teachers' teaching efficacy is an important factor of teachers' well-being.In this study, self-acceptance questionnaire, teacher teaching efficacy questionnaire and comprehensive well-being questionnaire were used as measurement tools, and 466 primary and secondary school teachers in Xinhe County were investigated and analyzed to discuss the self-acceptance of primary and secondary school teachers in Xinhe County.The relationship between teaching efficacy and comprehensive well-being, and the relationship between them, the following conclusions are drawn:In Xinhe County, teachers' self-acceptance, teaching efficacy and overall well-being are good.Self-evaluation is higher than self-acceptance, personal teaching efficacy is higher than general teaching efficacy, and psychological well-being is higher than subjective well-being.(2) the main effect of self-acceptance of primary and secondary school teachers in Xinhe County was extremely significant, the total scores of self-evaluation and self-acceptance of primary school teachers were significantly higher than those of junior high school and senior middle school teachers, and the main effects of gender and age were not significant.The interaction of age and teaching paragraph on self-acceptance was significant.(3) the gender of teaching efficacy and the main effect of teaching section of primary and middle school teachers in Xinhe County were not significant.The main effect of age reached a significant level in the sense of personal teaching efficacy. The personal teaching efficacy of primary and secondary school teachers aged 20-25 years was significantly lower than that of other primary and secondary school teachers.4) the gender main effect of comprehensive well-being of primary and secondary school teachers in Xinhe County was not significant, the main effect of age was significant in life satisfaction and positive emotion, and the main effect was significant in the dimensions of life satisfaction, positive emotion and life vitality in the teaching section.In the three dimensions, teachers in senior middle school were significantly lower than those in primary and junior middle school; gender and age had significant interaction in life satisfaction, negative emotion and friendly relationship; gender and teaching segment had positive feelings.The interaction was significant in negative affective dimension, age and teaching segment in positive affective and happiness index.5) there is a significant positive correlation among teachers' self-acceptance, teaching efficacy and comprehensive well-being in Xinhe County.Self-acceptance has a significant predictive effect on comprehensive well-being, teaching efficacy has a significant predictive role on comprehensive well-being, teaching efficacy plays a part in the intermediary between self-acceptance and comprehensive well-being.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G443

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本文編號(hào)：1769023