發(fā)布時間：2018-05-18 07:05

  本文選題：工作家庭沖突 + 暴力態(tài)度　； 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：自工作家庭沖突這一概念問世,就在組織行為學(xué)、管理學(xué)、社會學(xué)、心理學(xué)等眾多領(lǐng)域引起了極大關(guān)注,上世紀80年代以來,國外更是興起了工作家庭沖突的研究熱潮。我國對于工作家庭沖突的研究比西方落后了一二十年,對工作家庭沖突的相關(guān)研究還待擴展和深化。作為個體感受到的壓力源之一,工作家庭沖突存在于形形色色的社會職業(yè)之中,而中小學(xué)教師這一群體由于其職業(yè)特殊性,在工作中要做辛勤的園丁、燃燒的蠟燭、學(xué)生的良師益友,回歸家庭生活時要做稱職的伴侶、慈愛的父母、孝順的子女,他們擔負著這些多重角色帶來的壓力、責任與義務(wù)。而近年來國內(nèi)關(guān)于中小學(xué)教師體罰、辱罵學(xué)生、家暴家庭成員的報道屢見不鮮,這些暴力行為的背后折射出教師的暴力態(tài)度。因此在我國“十三五”大背景下、以教育改革現(xiàn)階段的實情為依據(jù),結(jié)合其他中介變量深入探究中小學(xué)教師工作家庭沖突與暴力態(tài)度之間的關(guān)系有重大理論意義和實際應(yīng)用價值。本研究在對工作家庭沖突、暴力態(tài)度、情緒智力和社會支持的概念、測量工具、相關(guān)理論及已有研究述評的基礎(chǔ)上,以重慶市巫溪縣、巫山縣、奉節(jié)縣十幾所城鄉(xiāng)中小學(xué)的部分教師為對象,在探究工作家庭沖突與暴力態(tài)度關(guān)系的基礎(chǔ)上,引入情緒智力和社會支持這兩個變量,進一步分析了情緒智力及社會支持在中小學(xué)教師工作家庭沖突和暴力態(tài)度之間的中介作用。通過對525名中小學(xué)教師的調(diào)查問卷分析,本研究得到下述結(jié)論:(1)中小學(xué)教師工作家庭沖突、暴力態(tài)度、情緒智力與社會支持在部分人口學(xué)變量上的差異具有統(tǒng)計意義。(2)中小學(xué)教師工作家庭沖突、暴力態(tài)度、情緒智力與社會支持四者之間相關(guān)性均較高:中小學(xué)教師工作家庭沖突與暴力態(tài)度呈顯著正相關(guān);情緒智力與社會支持呈顯著正相關(guān):情緒智力和社會支持分別作為個體心理資源和外部重要資源與工作家庭沖突和暴力態(tài)度之間均呈顯著負相關(guān);(3)中小學(xué)教師工作家庭沖突、情緒智力、社會支持對其暴力態(tài)度均存在預(yù)測(4)中小學(xué)教師情緒智力和社會支持在工作家庭沖突和暴力態(tài)度之間起部分中介作用。
[Abstract]:Since the concept of work-family conflict came out, it has aroused great concern in many fields such as organizational behavior, management, sociology, psychology and so on. Since 1980s, there has been an upsurge in the research of work-family conflict in foreign countries. The study of work-family conflict in China is ten or twenty years behind that in the west, and the related research on work-family conflict needs to be expanded and deepened. As one of the individual sources of stress, work-family conflicts exist in a variety of social occupations, and the group of primary and secondary school teachers, due to their professional particularity, have to be hard gardeners and burning candles in their work. Teachers and friends of students should return to their family life as competent partners, loving parents, and filial children, who bear the pressure, responsibility and obligation of these multiple roles. In recent years, reports of corporal punishment, abuse of students and family members of domestic violence by teachers in primary and secondary schools are common, which reflects teachers' violent attitude behind these acts of violence. Therefore, against the background of the 13th Five-Year Plan, the current situation of education reform is taken as the basis. It is of great theoretical significance and practical value to explore the relationship between work-family conflict and violent attitude of primary and secondary school teachers with other intermediary variables. Based on the concepts of work-family conflict, violent attitude, emotional intelligence and social support, measurement tools, relevant theories and previous research reviews, this study was based on Wushan County, Wushan County, Chongqing City. On the basis of exploring the relationship between work-family conflict and violent attitude, some teachers in more than a dozen primary and secondary schools in Fengjie County introduced two variables, emotional intelligence and social support. Furthermore, the mediating role of emotional intelligence and social support between teachers' work-family conflict and violent attitude is analyzed. Based on the questionnaire analysis of 525 primary and secondary school teachers, this study draws the following conclusions: (1) work-family conflict and violent attitude of primary and secondary school teachers. The differences between emotional intelligence and social support in some demographic variables have statistical significance. The correlation between emotional intelligence and social support was high: there was a significant positive correlation between work-family conflict and violent attitude of primary and secondary school teachers; Emotional intelligence was positively correlated with social support: emotional intelligence and social support, as individual psychological resources and external important resources, were negatively correlated with work-family conflict and violent attitude respectively. (4) emotional intelligence and social support of primary and secondary school teachers play an intermediary role between work-family conflict and violent attitude.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.3

【參考文獻】

相關(guān)期刊論文 前3條

1 金家飛;徐姍;王艷霞;;角色壓力、工作家庭沖突和心理抑郁的中美比較——社會支持的調(diào)節(jié)作用[J];心理學(xué)報;2014年08期

2 李曄;工作—家庭沖突的影響因素研究[J];人類工效學(xué);2003年04期

3 肖水源;《社會支持評定量表》的理論基礎(chǔ)與研究應(yīng)用[J];臨床精神醫(yī)學(xué)雜志;1994年02期

相關(guān)博士學(xué)位論文 前1條

1 許遠理;情緒智力組合理論的建構(gòu)與實證研究[D];首都師范大學(xué);2004年

相關(guān)碩士學(xué)位論文 前8條

1 鐘欣;社會支持與青少年學(xué)業(yè)成績的關(guān)系研究[D];湖南師范大學(xué);2014年

2 王海艷;工作家庭沖突、組織支持感和工作倦怠的關(guān)系研究[D];浙江工業(yè)大學(xué);2013年

3 孫菁;情緒智力、社會支持與大學(xué)生適應(yīng)性的關(guān)系以及適應(yīng)不良群體的干預(yù)研究[D];山東師范大學(xué);2013年

4 葛儉;中小學(xué)教師情緒工作、情緒智力和工作投入的關(guān)系研究[D];哈爾濱師范大學(xué);2011年

5 秦波;中小學(xué)教師工作—家庭沖突與社會支持的相關(guān)研究[D];西南大學(xué);2009年

6 孫桂苓;高中教師工作家庭沖突與工作滿意度關(guān)系研究[D];曲阜師范大學(xué);2009年

7 高翠翠;中學(xué)生情緒智力及其與心理健康的關(guān)系研究[D];蘇州大學(xué);2006年

8 張亞利;關(guān)于大學(xué)生情商水平與就業(yè)質(zhì)量的相關(guān)研究[D];華中科技大學(xué);2004年

，

本文編號：1904893