为了探讨幼儿园教师父母情感温暖与职业认同之间的关系,以及共情和师幼关系的中介作用,采用简式父母教养方式问卷的情感温暖子维度问卷、人际反应指针量表、师幼关系问卷亲密性子维度问卷和职业认同调查问卷对970名幼儿园教师进行测量...为了探讨幼儿园教师父母情感温暖与职业认同之间的关系,以及共情和师幼关系的中介作用,采用简式父母教养方式问卷的情感温暖子维度问卷、人际反应指针量表、师幼关系问卷亲密性子维度问卷和职业认同调查问卷对970名幼儿园教师进行测量。结果表明:1) 幼儿园教师的父母情感温暖对职业认同的直接效应不显著;2) 共情和师幼关系在幼儿园教师的父母情感温暖与职业认同之间起独立中介作用且独立中介作用显著;3) 共情和师幼关系在幼儿园教师的父母情感温暖与职业认同之间起链式中介作用且链式中介作用显著。研究表明,幼儿园教师的父母情感温暖通过共情、师幼关系的独立中介效应以及共情和师幼关系的链式中介效应间接影响其职业认同。To explore the relationship between kindergarten teachers’ parental emotional warmth and professional identity, as well as the mediating role of empathy and teacher-child relationships, the Affective warmth sub-dimension questionnaire from the Short Egna Minnenav Barndoms Uppfostran, Interpersonal Reactivity Index, closeness sub-dimension questionnaire from the Teacher-Child Relationship Questionnaire, and Professional Identity Survey were used to measure 970 kindergarten teachers. The results showed that: 1) The direct effect of kindergarten teachers’ parental emotional warmth on vocational identity was not significant. 2) Empathy and teacher-child relationship played an independent mediating role and the independent mediating role was significant between kindergarten teachers’ parental emotional warmth and vocational identity. 3) Empathy and teacher-child relationship played a chain mediating role and the chain mediating role was significant between kindergarten teachers’ parental emotional warmth and vocational identity. The study suggests that kindergarten teachers’ parental emotional warmth indirectly influence their professional identity through the independent mediating effects of empathy and teacher-child relationships, as well as the chain mediation effect of both.展开更多
文摘为了探讨幼儿园教师父母情感温暖与职业认同之间的关系,以及共情和师幼关系的中介作用,采用简式父母教养方式问卷的情感温暖子维度问卷、人际反应指针量表、师幼关系问卷亲密性子维度问卷和职业认同调查问卷对970名幼儿园教师进行测量。结果表明:1) 幼儿园教师的父母情感温暖对职业认同的直接效应不显著;2) 共情和师幼关系在幼儿园教师的父母情感温暖与职业认同之间起独立中介作用且独立中介作用显著;3) 共情和师幼关系在幼儿园教师的父母情感温暖与职业认同之间起链式中介作用且链式中介作用显著。研究表明,幼儿园教师的父母情感温暖通过共情、师幼关系的独立中介效应以及共情和师幼关系的链式中介效应间接影响其职业认同。To explore the relationship between kindergarten teachers’ parental emotional warmth and professional identity, as well as the mediating role of empathy and teacher-child relationships, the Affective warmth sub-dimension questionnaire from the Short Egna Minnenav Barndoms Uppfostran, Interpersonal Reactivity Index, closeness sub-dimension questionnaire from the Teacher-Child Relationship Questionnaire, and Professional Identity Survey were used to measure 970 kindergarten teachers. The results showed that: 1) The direct effect of kindergarten teachers’ parental emotional warmth on vocational identity was not significant. 2) Empathy and teacher-child relationship played an independent mediating role and the independent mediating role was significant between kindergarten teachers’ parental emotional warmth and vocational identity. 3) Empathy and teacher-child relationship played a chain mediating role and the chain mediating role was significant between kindergarten teachers’ parental emotional warmth and vocational identity. The study suggests that kindergarten teachers’ parental emotional warmth indirectly influence their professional identity through the independent mediating effects of empathy and teacher-child relationships, as well as the chain mediation effect of both.
