社会支持、领悟社会支持如何促进欠发达地区农村幼儿教师情感平衡——“后扶贫时代”心理扶贫的视角

How Social Support Promotes the Emotional Balance of Rural Preschool Teachers in Underdeveloped Areas:From the Perspective of Psychological Poverty Alleviation in the“Post Poverty Alleviation Era”

基于“后扶贫时代”心理扶贫的视角,旨在研究欠发达地区农村幼儿教师社会支持、领悟社会支持与情感平衡的关系,分析社会支持和领悟社会支持对幼儿教师情感平衡的影响,助力欠发达农村相对贫困地区幼儿教师心理扶贫,以激发欠发达地区农村相对贫困人口的内生动力,改善欠发达地区的相对贫困状态。以参加广东省欠发达地区农村幼儿教师培训的832名教师为研究对象,进行问卷调查研究。研究结果表明:幼儿教师的社会地位认知越高,其积极情感越多,消极情感越少;公办幼儿园教师的负性情感低于民办幼儿园的教师;随着年龄的增长,幼儿教师的情感平衡逐渐增强。社会支持总分及其各维度与正性情感、情感平衡呈正相关,与负性情感呈负相关;社会支持总分对负性情感有显著负向预测作用;主观支持维度对情感平衡有显著正向预测作用;客观支持维度对负性情感有显著负向预测作用。领悟社会支持总分及其各维度与正性情感、情感平衡呈正相关,与负性情感呈负相关;朋友支持维度对情感平衡有显著正向预测作用。最后,从心理扶贫的视角提出了促进幼儿教师情感平衡的可行性建议。

Based on the perspective of psychological poverty alleviation in the“post poverty alleviation era”,this paper aims to study the relationships between social support,understanding social support and emotional balance of rural preschool teachers in underdeveloped areas,to analyze the impact of social support and understanding social support on preschool teachers’emotional balance,and to help preschool teachers in underdeveloped rural areas with relatively poor psychological poverty alleviation.The aim is to stimulate the endogenous driving force of the relatively poor rural population in underdeveloped areas and to improve the relatively poor state in underdeveloped areas.Research methods:a questionnaire survey was conducted on 832 teachers who participated in the training of rural preschool teachers in underdeveloped areas of Guangdong Province.The results showed that:the higher the preschool teachers’social status cognition,the more positive emotions and less negative emotions they have;the negative emotion of teachers in public kindergartens is lower than that in private kindergartens;with the growth of age,the emotional balance of preschool teachers is gradually enhanced.The total score of social support and its dimensions were positively correlated with positive emotion and emotional balance,and negatively correlated with negative emotion;The total score of social support has a significant negative predictive effect on negative emotion;subjective support has a significant positive predictive effect on emotional balance;objective support dimension has a significant negative predictive effect on negative emotion.The total score of perceived social support and its dimensions were positively correlated with positive emotion and emotional balance,and negatively correlated with negative emotion;the dimension of friend support has a significant positive predictive effect on emotional balance.Finally,from the perspective of psychological poverty alleviation,this paper puts forward feasible suggestions to promote the emotional balance of preschool teachers.