生活事件与初中生抑郁:班主任情绪劳动的调节作用

Life Events and Middle School Students' Depression:the Moderating Role of Class Teacher's Emotional Labor

目的:探讨教师情绪劳动对初中生生活事件与抑郁症状关系的影响。方法:采用教师情绪劳动问卷调查班主任老师101人,采用生活事件量表和儿童抑郁量表以整群抽样方式调查2271名初中生,并使用多层线性模型方法分析教师与学生的层级嵌套模型数据。结果:教师情绪劳动与学生生活事件得分的交互作用能显著预测学生抑郁症状得分情况;教师情绪劳动的情绪劳动知觉、表层行为维度与生活事件得分的交互作用能显著预测学生抑郁症状得分,而深层行为和自然策略维度与生活事件得分的交互作用对学生抑郁症状得分的预测不显著。简单效应分析表明,学生抑郁症状水平随应激事件程度升高而升高,且教师高情绪劳动的学生抑郁症状预测线斜率显著低于教师低情绪劳动的预测线斜率。结论:教师情绪劳动可能缓冲生活事件对学生抑郁情绪的影响,并在一定程度上预防初中生抑郁的产生。

Objective： To explore the influence of teacher＇s emotional labor on the relationship between life events and depression of middle school students. Methods： Used emotional labor questionnaire for teacher to investigate class teachers, and used Life event scale and Children＇s depression inventory to investigate middle school students. The hierarchical structure data was analyzed by HLM. Results： The interaction of emotional labor and life events predicted depressive symptoms significantly, and also for the emotional labor perception and surface behavior, however, the deep behavior and natural expression couldn＇t do it. The simple effect analysis showed： the student depressive symptoms raised up with the rising of the student stress, and the predicting line slope value of high emotional labor was significantly lesser than the predicting line slope of low emotional labor. Conclusion： The teacher＇s emotional labor could alleviate the influence of life events on students＇ depression.