特殊教育教师的职业压力、情绪应对策略与职业幸福感:有调节的中介效应

Occupational Stress,Emotion-Based Coping Strategies,and Occupational Well-being in Specia l Education Teachers:A Moderated Mediation Analysis

目的:探讨特殊教育教师的职业压力、情绪应对策略与职业幸福感的关系,考察情绪应对策略在职业压力和职业幸福感之间的中介作用,以及性别对这一中介作用的调节效应。方法:采用特殊教育教师职业压力问卷、情绪应对策略问卷和职业幸福感问卷,对104名特殊教育教师进行测量。结果:1特殊教育教师的职业压力能够显著正向预测情绪应对策略(a1=0.155,CI=0.018~0.292),情绪应对策略能够显著正向预测职业幸福感(b=0.524,CI=0.318~0.730);2情绪应对策略在特殊教育教师的职业压力和职业幸福感之间起着部分中介的作用(c’=-0.267,CI=-0.403^-0.131);3性别可以调节特殊教育教师的职业压力对情绪应对策略的影响(a3·b=0.149,CI=0.005~0.310),情绪应对策略在职业压力与职业幸福感之间的中介效应对于男教师的影响更为显著(间接效应值为0.231,CI=0.105~0.390)。结论:特殊教育教师的职业压力可以部分通过情绪应对策略影响到职业幸福感,这一影响还受到性别的调节。

Objective：To explore the relationship between occupational stress,emotion—based coping strategies and occupational well—being in the special education teachers,and investigate the mediating role of emotion—based cop-ing strategies and the moderating effect of gender.Methods：A total of 104 special education teachers were tested in this study by adopting Special Education Teachers＇Occupational Stress Questionnaire,Emotion—based Coping Strategies Questionnaire,and Occupational Well—being Questionnaire.Results：1Occupational stress of special edu-cation teachers could significantly positively predict emotion—based coping strategies（a1 =0.155,CI=0.018-0.292）,and emotion—based coping strategies could significantly positively predict occupational well—being（b=0.524,CI=0.318-0.730）;2Emotion—based coping strategies played a partial mediating role between occupational stress and occupational well—being in the special education teachers（c＇=-0.267,CI=-0.403--0.131）;③The medi-ation effect of emotion—based coping strategies was moderated by gender（a3 ＆#183;b=0.149,CI=0.005-0.310）,and the mediation effect was more significant for male than for female（indirect effect=0.231,CI=0.105-0.390）.Con-clusion：Occupational stress of special education teachers can affect occupational well—being through emotion—based coping strategies partially.However,gender also moderates this effect.