摘要
目的探讨师范院校进修教师的自我和谐及其与主观幸福感的关系。方法用自我和谐量表和幸福感知识问卷对411名师范院校进修教师进行调查,分析自我和谐及其与主观幸福感的关系。结果师范院校进修教师自我和谐的灵活性平均得分为3.88分,高于不和谐和刻板性的平均得分2.51,2.70分。但在刻板性方面,学历越低、职称越高的人,刻板性越低;学历越高、职称越高的人,刻板性越高(本科:F(2,402)=3.89,P<0.05;硕士:F(2,402)=0.33,P>0.05;博士:F(2,402)=7.01,P<0.000)。师范院校进修教师的自我和谐与主观幸福感的相关程度不高,对其预测力为0.10左右。结论师范院校进修教师自我和谐整体状况良好,但与主观幸福感的关系校为有限。
Objective To explore self-consistency and congruence in normal college training teachers and its relationship to subjective well-being. Methods A total of 411 normal college training teachers was investigated by self-consistency and congruence scale（SCCS） and subjective well-being（SWB） questionnaire. Results The agility of normal college training teachers （3. 88 Points） was significantly higher than rigidity （2. 51 points） and incongruence （2. 7 points）. The subjects with lower academic background had lower rigidity score. The subjects with higher professional post had higher rigidity score （ undergraduate ： F（2,402） = 3.89, P 〈 0. 05 ; master： F（2.402） = 0. 33, P 〉 0. 05 ; doctor： F（2,402） = 7. 01, P 〈 0. 000 ）. The selfconsistency and congruence of normal college training teachers was not correlated with subjective well-being. Condusion The self-consistency and congruence of normal college training teachers is fine and not correlated with subjective well-being.
出处
《中国公共卫生》
CAS
CSCD
北大核心
2009年第9期1069-1070,共2页
Chinese Journal of Public Health
关键词
师范院校
进修教师
自我和谐
主观幸福感
normal college
training teacher
self-consistency and congruence
subjective well-being
