情绪调节策略对压力与幼儿教师职业倦怠关系的调节作用

The Regulatory Effect of Emotional Regulation Strategies on the Relationship Between Stress and Preschool Teachers’Job Burnout

为探讨压力与幼儿教师职业倦怠的关系是否受到情绪调节策略(表达抑制和认知重评)的调节,采用压力量表、情绪调节策略问卷和职业倦怠问卷对567名幼儿教师进行调查。结果显示:①压力、表达抑制与幼儿教师职业倦怠呈显著正相关。认知重评与幼儿教师职业倦怠呈显著负相关。②压力、表达抑制、认知重评对幼儿教师职业倦怠的效应均显著。③表达抑制增强了压力对幼儿教师的职业倦怠的效应;认知重评缓冲了压力对幼儿教师的职业倦怠效应。因此,情绪调节策略(表达抑制和认知重评)调节压力与幼儿教师职业倦怠之间关系。

In order to explore whether the relationship between stress and preschool teachers’burnout is regulated by emotional regulation strategies(expression inhibition and cognitive reassessment),567 preschool teachers were investigated with stress scale,emotional regulation strategy questionnaire and burnout questionnaire.The results showed thatstress and expression inhibition were positively correlated with job burnout of preschool teachers,cognitive reassessment was negatively correlated with job burnout of preschool teachers;stress,expression inhibition and cognitive reappraisal had significant effects on preschool teachers’job burnout;expression inhibition enhanced the effect of stress on preschool teachers’job burnout,cognitive reassessment cushioned the job burnout effect of stress on preschool teachers.Accordingly,emotional regulation strategies(expression inhibition and cognitive reassessment)can regulate the relationship between stress and preschool teachers’job burnout.