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幼儿教师社会支持与主观幸福感 被引量:8

Relationship between Social Support and Subjective Well-being in Kindergarten Teachers
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摘要 目的探讨幼儿教师社会支持对主观幸福感的影响,为提高幼儿教师心理健康提供依据。方法采用社会支持评定量表(SSRS)和世界卫生组织生活质量测定简表中文版(WHOQOL-BREF),对贵州省403名幼儿教师进行问卷调查。结果①未婚幼儿教师的社会支持显著低于已婚幼儿教师(t=-5.43,P<0.001),公立幼儿园教师的社会支持显著高于私立幼儿园教师(t=3.30,P<0.01);幼儿教师的主观幸福感不存在显著的婚姻与幼儿园性质差异;②高社会支持组的主观幸福感得分显著高于低社会支持组(t=5.67,P<0.001);③多元回归分析表明,主观支持对主观幸福感各维度及总分均具有显著的预测作用(P<0.001)。结论幼儿教师社会支持各维度中主观支持是预测其主观幸福感的重要变量,为进一步研究和提升幼儿教师主观幸福感提供了新的途径。 Objective To explore the influence of social support on subjective well-being in kindergarten teachers and inform the im-provement of the kindergarten teachers'mental health education .Methods A total of 403 kindergarten teachers from Guizhou Province were tested with the Social Support Rating Scale ( SSRS) and the World Health Organization Quality of Life ( WHOQOL)-BREF.Results①Unmarried kindergarten teachers got significantly lower social support scores than married ones (t=-5.43,P〈0.001);Public kin-dergarten teachers got significantly higher social support scores than private ones (t=3.30,P〈0.01).There was no significant difference in subjective well-being in the term of marriage or the kindergarten ownership;②The higher social support group got significantly higher SWB scores than the lower one (t=5.67,P〈0.001).③Subjective support could significantly predict kindergarten teachers 'subjective well-being(P〈0.001).Conclusion Subjective support is the important influential factor on subjective well-being in kindergarten teachers,which implies a new way to the study and improvement of kindergarten teachers 'subjective well-being.
作者 鲁小周 杨颖
出处 《中国健康心理学杂志》 2014年第6期860-862,共3页 China Journal of Health Psychology
基金 贵州省教育厅基础教育研究一般项目(编号:2012B301) 贵州省重点支持学科应用心理学资助项目
关键词 社会支持 主观幸福感 幼儿教师 心理学 社会学 Social support Subjective well-being Kindergarten teachers Psychology Sociology
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