中小学教师自尊与状态焦虑的关系:应对方式的中介作用

Relationship between self-esteem and state anxiety of primary and secondary school teachers:Mediating role of coping style

[背景]中小学教师群体面临着较大的内、外部压力,比较容易出现焦虑等负性情绪。现有研究表明自尊、应对方式与状态焦虑关系密切,但尚未有研究探讨中小学教师自尊、应对方式与状态焦虑之间的关系。[目的]探究中小学教师自尊和状态焦虑之间的关系,并分析应对方式在二者关系中的作用。[方法]采用整群随机取样方法,选取安徽省内19所中小学的598名教师,采用自尊量表(SES)、简易应对方式量表(SCSQ)、状态-特质焦虑量表(STAI)进行调查。采用Harman单因子检验方法分析本研究数据是否存在共同方法偏差以进行数据质量控制。采用单样本t检验比较量表评分与理论均值之间的差异,独立样本t检验和方差分析对不同人口学特征教师的自尊、应对方式和状态焦虑评分差异进行分析,单因素方差分析对不同自尊水平教师的应对方式和状态焦虑评分差异进行分析,采用皮尔逊相关分析探究不同变量的相关关系,采用Hayes插件PROCESS程序进行中介效应分析。[结果]回收有效问卷562份。中小学教师自尊和积极应对评分分别为(29.60±3.22)、(1.98±0.54)分,均高于理论均值(25、1.5分)(t=33.801,t=21.015;均P<0.001);消极应对评分为(1.06±0.49)分,低于理论均值(1.5分)(t=-21.235,P<0.001);状态焦虑评分为(40.10±8.87)分,低于理论均值(50分)(t=-26.461,P<0.001)。工作0~5年和6~10年教师的自尊评分低于工作16年及以上的教师,而他们的状态焦虑评分要高于工作16年及以上的教师,工作0~5年教师的消极应对评分低于工作16年及以上的教师,差异均有统计学意义(P<0.05)。不同自尊水平教师的应对方式和状态焦虑评分存在差异(P<0.001)。自尊水平与积极应对得分呈正相关(r=0.335,P<0.01),与消极应对得分呈负相关(r=-0.096,P<0.05),与状态焦虑得分呈负相关(r=-0.551,P<0.01);积极应对得分与状态焦虑得分呈负相关(r=-0.376,P<0.01)。在控制性别、学校类型、文化程度、工作年限等变量后,自尊水平对状态焦虑得分具有负向效应。应对方式在自尊水平与状态焦虑得分之间起中介作用,中介效应占比9%。[结论]自尊水平可以直接影响中小学教师的状态焦虑水平,也可以通过应对方式的中介效应对状态焦虑产生间接影响。

[Background]Primary and secondary school teachers suffer great internal and external pressure and are prone to experience negative emotions such as anxiety.Available studies show that selfesteem,coping style,and state anxiety are closely related,but there is no such research focusing on primary and secondary school teachers.[Objective]The study explores the relationship between self-esteem and state anxiety of primary and secondary school teachers,and analyzes the role of coping style in the relationship.[Methods]A total of 598 teachers from 19 primary and secondary schools in Anhui Province were selected by cluster random sampling method.Self-Esteem Scale(SES),Simplified Coping Style Questionnaire(SCSQ),and State-Trait Anxiety Inventory(STAI)were distributed.One-sample t test was used to compare the difference between the scale scores and the theoretical mean values;independent-sample t test and variance analysis for the differences in self-esteem,coping style,and state anxiety scores among teachers with different demographic characteristics;one-way analysis of variance for the differences in coping style and state anxiety among teachers with different self-esteem levels;Harman single factor test for a common method bias in the data of this study to control data quality;Pearson correlation analysis for the correlation of different variables.PROCESS plugin by Hayes was used to analyze the potential mediating effect.[Results]A total of 562 valid questionnaires were collected.The scores of self-esteem and positive coping style of the primary and secondary school teachers were(29.60±3.22)and(1.98±0.54)respectively,significantly higher than the theoretical means(25 and 1.5 respectively)(t=33.801,t=21.015;P<0.001);while the scores of negative coping style(1.06±0.49)and state anxiety(40.10±8.87)were significantly lower than the theoretical means(1.5 and 50 respectively)(t=-21.235,-26.461,P<0.001).The self-esteem scores of teachers who had worked for 0-5 years and 6-10 years were lower than the score of those who had worked for>16 years,their state anxiety scores were higher,and the negative coping style score of teachers who had worked for 0-5 years was lower than that of teachers who had worked for>16 years(P<0.05).The coping style and state anxiety scores of teachers with different self-esteem levels were statistically different(P<0.001).Self-esteem levels were positively correlated with positive coping scores(r=0.335,P<0.01),and negatively correlated with negative coping scores(r=-0.096,P<0.05)and state anxiety scores(r=-0.551,P<0.01).Positive coping scores were negatively correlated with state anxiety scores(r=-0.376,P<0.01).After controlling the variables of gender,school type,education attainment,and working experience,self-esteem levels had a significant negative effect on state anxiety scores.Coping style played a mediating role between selfesteem levels and state anxiety scores,and the mediating effect accounted for 9%of the total indirect effect size between this index pair.[Conclusion]Self-esteem could directly affect the level of state anxiety among primary and secondary school teachers,and also indirectly affect state anxiety through a mediating effect of coping style.