幼儿教师自我同情与心理困扰的关系:基于潜在剖面分析

The Relationship between Preschool Teachers'Self-compassion and Psychological Distress:Based on Latent Profile Analysis

为探索幼儿教师自我同情的异质性,分析不同潜在类别的自我同情在人口学统计变量上的特点以及比较不同潜在类别的幼儿教师心理困扰的差异,本研究采取整群抽样的方法,采用SCS量表与DASS-21量表对参加兵团教师培训的466名幼儿教师进行调查。潜在剖面分析发现,幼儿教师的自我同情可以分为三个类别,分别为:自我冷酷组(36.7%)、自我悲悯组(17.8%)和自我矛盾组(45.5%)。相对而言,年龄在25~30岁、教龄在0~5、11~15年的幼儿教师自我同情水平最低,可能会出现更多的心理困扰。不同潜在类别的幼儿教师在心理困扰及其下属维度上差异显著,自我悲悯组的心理困扰水平显著高于自我冷酷组和自我矛盾组,且自我矛盾组也显著高于自我冷酷组。研究结果表明,幼儿教师自我同情潜在类别均有明显的特征,幼儿园管理者和教育部门更需要关注0~5、11~15年教龄和年龄在26~35岁的幼儿教师,并通过帮助教师树立职业信心、倡导教师合作和建立情感宣泄场所帮助其减轻心理困扰水平。

In order to explore the heterogeneity of self-compassion of preschool teachers,analyze the characteristics of different types of self-compassion in demographic statistical variables,and compare the differences in psychological distress of different potential types of preschool teachers,this study used a group sampling method to investigate 466 preschool teachers from the Xinjiang Corps area using the SCS scale and the DASS-21 scale.Potential profile analysis found that the self-compassion of early childhood teachers could be divided into three categories:the self-ruthless group(36.7%),the self-compassion group(17.8%),and the self-contradiction group(45.5%).Relatively speaking,preschool teachers aged from 26 to 35,teaching years from 0 to 5,11 to 15 years had the lowest level of self-compassion and were likely to have more psychological distress.preschool teachers with different potential categories are significantly different in psychological distress and their subordinates.The psychological distress level of the self-sympathy group is significantly higher than that of the self-ruthless group and the self-contradiction group,and the self-contradiction group is also significantly higher than that of the self-ruthless group.The results of the study show that the potential category of self-compassion for preschool teachers has obvious characteristics,Kindergarten managers and education departments need to pay more attention to the teaching age of 0-5,11-15 years,and aged 26-35.Professional confidence,advocating teachers'cooperation,and establishing a place for emotional venting to help them reduce their psychological distress.