武汉高校女教师情感比较及其影响因素分析

A Survey of Affection Comparison and its Influential Factors among Higher Education Institutions Female Teachers in Wuhan.

目的探讨高校女教师的情感特征及其影响因素。方法分层随机抽样,调查内容包括个人资料,情感量表,LES,简易应对方式问卷和社会支持评定量表。应用SPSS 11.5建数据库,进行均数比较和Logistic回归分析。结果有效问卷1132份(87.0%),有统计学意义(P<0.05)的为:高校女教师情感平衡得分3.75±1.89分,低于西方人群均分;正、负性情感得分2.46±1.18、3.71±1.40,高于女工人组;独立学院和高职高专院校组、研究生学历组和初级职称以上各组正性情感得分较低,普通本科院校组、本科学历组和青、老年组负性情感得分较低,独立学院、中年和研究生学历组情感平衡得分较低;生活事件和消极应对是影响高校女教师情感的危险因素(OR=3.947～10.076和2.034),积极应对、对支持的利用度和社会支持总分是保护因素(OR=0.529、0.637和0.470)。结论高校女教师大多数正、负性情感和情感平衡较低,其内部存在差异,且受生活事件、应对方式和社会支持的不同影响,宜进行针对性干预。

Objective To study affective characters and its influential factors among higher education institutions female teachers in Wuhan. Methods The stratified random sampling was involved. The inquire content including the individual data, Affect Scale, Life Event Scale （LES）, Simple Copying Style Questionnaire and Social Support Evalute Scale. We used SPSS 11.5 to anal ysis the means of scores and produce the logistic regression analysis at α=0.05. Results Effective questionnaires were 1132 （87. 0%）. The results of statistic significance （P〈0. 05） were as follows： The female teachers got significantly lower score （3. 75± 1. 89） than national norm of the west on the affect balances. The scores of female teachers （2.46±1.18, 3.71± 1.40） were higher than the female workers on the negative affect. Among the female teachers, the group of the independent, the advanced occupation college, the master or doctor degree and the elementary office holder were lower than the others on the positive affect scores. The group of the regular college course, the bachelor degree, the young and the elder were lower than the others on the negative affect scores. The group of the independent college, Middle-aged and master or doctor degree were lower than others on the affect balances. LES and the negative copying style were the dangerous factors （OR= 3. 947- 10. 076 and 2. 034） and the positive copying style, the use for the support and social suppor were the protective factors （OR=0. 529, 0. 637 and 0. 470） on the affect scale for the female teachers in higher education institutions. Conclusion Most of the female teachers were lower on the positive and negative affect and affect balance, however, different groups of them had their own characters and were affected by LES, copying style and social support in higher education institutions. Therefore pointed intervention ought to be performed.