心理资本对农村幼儿教师工作投入的影响:情绪调节自我效能感的中介作用

Effect of Psychological Capital on Work Engagement in Rural Kindergarten Teachers: Mediating Role of Regulatory Emotional Self-efficacy

目的:考察农村幼儿教师心理资本、情绪调节自我效能感与工作投入之间的关系。方法:采用教师心理资本问卷、情绪调节自我效能感问卷、幼儿教师工作投入问卷对304名农村幼儿教师进行调查。结果:农村幼儿教师心理资本、情绪调节自我效能感与工作投入均呈显著正相关;高情绪调节自我效能组幼儿教师在心理资本、工作投入上的得分均显著高于低情绪调节自我效能组教师;层级回归分析显示,在同时考虑情绪调节自我效能感的影响时,心理资本(自信、希望、乐观、韧性)对工作投入的作用虽显著但已减弱。结论:情绪调节自我效能感在农村幼儿教师心理资本对工作投入的预测中起部分中介作用。

Objective： The study aimed to explore the relationship among psychological capital, regulatory emotional self-efficacy and work engagement in rural kindergarten teachers. Methods： A total of 304 rural kindergarten teachers were investigated by teachers＇ psychological capital questionnaire, regulatory emotional self-efficacy scale and kindergar- ten teachers＇ work engagement questionnaire. Results： Correlation analysis showed that psychological capital, regulatory emotional self-efficacy and work engagement correlated significantly positively with each other. The group of rural kinder- garten teachers with high regulatory emotional self-efficacy level got higher scores on psychological capital and work en- gagement than the group with low regulatory emotional self-efficacy level（Ps〈0.001）. Hierarchical regression analysis showed that regulatory emotional self-efficacy mediated the positive effects of psychological capital on work engagement sig- nificantly. Conclusion： Regulatory emotional self-efficacy has partial mediating role in the relational between psychologi- cal capital and work engagement in rural kindergarten teachers.