中小学教师心理控制源、应付方式与自我和谐的关系

The Relationship between Locus of Mental Control,Coping Style and Self-consistency Congruence in Primary and Secondary Teachers.

目的考察中小学教师自我和谐、心理控制源、应付方式的状况及其关系。方法使用自我和谐量表、内控性、有势力的他人及机遇量表、应付方式问卷对200名中小学教师进行调查。结果①教师整体上倾向内控,使用最多的应付方式是解决问题,最少的是自责;②任教地点、职务、职称、学历不同的教师自我和谐、应付方式有显著差异,年龄、教龄、任班主任年限、自评心理健康水平、生活压力、工作满意度与心理控制源、应付方式、自我和谐的不同维度相关显著;③机遇和幻想对自我和谐有正向预测作用,内控、解决问题、求助对自我和谐有负向预测作用。结论自我和谐可以作为衡量心理健康水平的一个标志,中小学教师心理控制源与应付方式对自我和谐有重要影响。

Objective To study the status of primary and secondary teachers＇locus of mental control ,coping style and self - consistency congruence and probe into the relationship between them. Methods 200 teachers were measured by SCCS,IPC and CSQ. Results ①The teachers are internality in general. The most commonly used coping style is solving-problem, the fewest is self-reproach.②There was significant difference in self-consistency congruence and coping style among teachers they were different in location, post, professional title, educational background. Age, length of teaching and being a head teacher, self-evaiuation level of mental heath, daily pressures of life. work satisfaction were significantly correlated with the different dimensions of locus of control, coping style and self-consistency congruence. ③Chanee and fantasy can positively predict self-consistency congruence while internality, help-seeking, solving-problem can negatively predict it. Conclusion Primary and secondary teachers＇locus of control and coping style affected their self - consistency congruence.