【作者】 王力娟；

【导师】 张大均；

【作者基本信息】 西南大学 ， 发展与教育心理学， 2008， 博士

【摘要】 状态焦虑是中小学教师群体中普遍存在的一种情绪状态,是影响中小学教师心理健康和工作效率的一个重要因素。心理学家们从生理、心理、社会等多个角度对焦虑和状态焦虑的发生、发展、结构、认知加工特点等进行了研究,为该领域研究提供了相关理论和实证数据。但以往研究大多是基于精神病理学的临床研究,而针对正常人群状态焦虑的发展性研究较少且缺乏针对性较强的测量工具;在教师状态焦虑的实证研究方面,更缺乏关于教师状态焦虑结构、特点及影响因素方面的系统研究,缺乏对高状态焦虑教师认知加工特点的深入探讨。本研究综合运用文献分析、访谈、调查、实验等方法,采用项目分析、方差分析、回归分析、探索性因素分析和验证性因素分析等统计分析手段,对中小学教师状态焦虑的内部结构、流行病学特点、发展特点、影响因素、认知加工特点等进行了较为系统的探讨。研究内容涉及中小学教师状态焦虑结构的理论建构和实证探讨;中小学教师状态焦虑的特点和相关研究;高状态焦虑教师的信息编码特点、判断/解释特点、再认特点和认知加工效率等。根据本研究结果得出了以下主要结论:(1)中小学教师状态焦虑是一个多维度的层次系统,由二阶的满足感焦虑、控制感焦虑和冲突感焦虑,一阶的付出与回报的自我合意性低、目标与结果的自我合意性低、职业自我冲突、教师角色与家庭角色冲突等维度构成。(2)自编的《中小学教师状态焦虑问卷》和《中小学教师工作事件量表》具有较好的心理测量学指标,作为中小学教师状态焦虑研究测量工具是适合的。(3)当前我国中小学教师的状态焦虑水平存在性别、年龄、教龄、学校类型、日工作时长等方面的显著差异,其中男性教师、13-26年教龄组教师、重点中学教师、日工作时长超过10小时的教师、担任班主任的教师、已婚教师、家庭经济状况差的教师和身体健康状况差的教师的状态焦虑水平较高。(4)当前我国中小学教师工作事件的发生率存在性别、年级、学校类型和是否担任班主任方面的显著差异。男性教师在各类工作事件的发生率上都显著高于女性教师;与小学教师和普通中学教师相比,重点中学教师除能力型事件和工作交往型事件外,在其他事件上的发生率都很高;与高中组和小学组教师相比,初中组教师在事件总体及其各因子上的发生率普遍偏高;担任班主任的教师除学校型事件和工作后果型事件外,其他事件的发生率都显著高于未担任班主任的教师。(5)中小学教师工作事件和状态焦虑水平与其人格倾向显著相关,与其所获得的社会支持也显著相关。其中人格倾向是中小学教师工作事件影响状态焦虑的中介变量,社会支持是工作事件影响状态焦虑的调节变量。(6)高状态焦虑唤起教师在认知编码阶段存在编码负偏向,但在判断和解释阶段没有偏向,在再认阶段存在正偏向。这些特点反映了认知加工在个体进化发展和适应环境过程中的促进作用。(7)高状态焦虑唤起教师在认知负荷方面的特点既验证了效率/中断观(efficiency/disruption argument),又验证了补偿/控制观(compensatory/control argument)。即高状态焦虑水平会降低个体认知加工效率,使个体不能完全将注意集中在给定的任务上。但当个体对自己完成任务的能力进行归类之后就增加了个体的确定感和归属感,一定程度上会降低焦虑水平,提高认知加工效率。本研究的特色和创新之处主要表现在:(1)弥补丁中小学教师焦虑研究的不足。本研究对当前我国中小学教师状态焦虑的结构、现状、相关因素和认知加工特点进行了深入探讨,建构了中小学教师状态焦虑结构模型,从而弥补了中小学教师焦虑研究的不足,对于进一步深化中小学教师状态焦虑的研究,丰富焦虑研究都具有积极意义。(2)拓展了焦虑研究的范围,探索性地进行了发展性研究。本研究的研究对象是中小学教师这一正常人群。这与以前对焦虑的研究多集中在焦虑障碍患者上,缺少发展性研究比较起来是一种进步,无论是对焦虑研究本身还是对焦虑应对都具有重要价值。(3)研究方法上尝试进行了多角度结合的综合研究。本研究既有宏观上对状态焦虑各个因素之间的理论模型建构,也有微观上具体认知加工特点的研究;既有社会支持对教师状态焦虑之间的调节作用探讨,也有内部人格因素对教师状态焦虑中介作用的检验;既有量化的实验和统计处理,也有质化的理性分析和建构。是一项多角度结合的综合研究的有益尝试。(4)开发了针对性和实用性较强的研究工具。本研究中开发的《中小学教师状态焦虑量表》和《中小学教师工作事件量表》,弥补了我国中小学教师状态焦虑研究工具和教师压力研究工具的空缺。更多还原

【Abstract】 State anxiety is now pervasive as a state of emotion among primary and middle school teachers in China,which can be regarded as an important factor to impact mental health and working efficiency of individuals in this area.Studies of physiological,psychological and social perspectives have been contributed to the generation,development,structure,and cognitive process and have brought forth many results,both theoretical and experimental.However,former studies in state anxiety were clinical ones based on psychopathology and few have been focused on developmental studies of state anxiety among normal population,lacking measurement tools of specific purposes. What is more,there has been no systematic investigation into the structure,characteristics and factors of state anxiety among teachers,not to say comprehensive studies on the cognitive process of teachers with high state anxiety.With a synthetic application of such methods as literature reviews,interviews,surveys and experiments,we explored the internal structure,epidemiology,developing features,factors and cognitive process of state anxiety of primary and middle school teachers.The statistics includes item analysis,ANOVA,regression analysis,exploratory factor analysis,and confirmatory factor analysis. Our exploration is composed of theoretical construction and practical discussion of state anxiety of teachers from primary and middle schools,of characteristics and relevant studies in the aforesaid state anxiety,of features of information encoding,judging/explaining,and recognizing among teachers with high state anxiety,and of the cognitive processing efficiency of teachers with high state anxiety.The conclusions are as follows:(1) State anxiety among primary and middle school teachers is a stratificational system of multi-dimensions,composed of such second-scale dimensions as anxiety for satisfaction,anxiety for dominating,and anxiety for conflict,and such first-scale dimensions as low self-acceptability of expense and reward,low self-acceptability of aim and result,self-conflict in profession,conflict between being a teacher and a member of a family.(2) Self-prepared Scale for State Anxiety Among Primary and Middle School Teachers and Life Event Scale for Primary and Middle School Teachers are of good indexes in psychometrics.They are appropriate measurement tools for state anxiety among primary and middle school teachers.(3) State anxiety among primary and middle school teachers shows significant difference in gender,age,years of teaching,school type,working hours per day.High state anxiety can be found in male teachers,teachers who has 13 to 26 years of teaching experience,key school teachers, teachers working over 10 hours per day,teachers in charge of some classes,married teachers, teachers of poor living conditions,and teachers of poor health. (4) Occurrence rate of life events among primary and middle school teachers exhibits significant difference in gender,grade,school type,and class charge.Moreover,male teachers show significant higher rate of occurrence of life events;compared with teachers from primary and general schools,teachers from key schools show highest rate of occurrence of all life events except capability event and working and socializing event.Compared with teachers from primary and senior high schools,teachers from junior high schools show higher occurrence rate of general life events and the specific elements.Except for school events and working consequence events,teachers who are in charge of classes show higher occurrence rates in life events than those who are not.(5) For primary and middle school teachers,life events and levels of state anxiety are significantly correlated with personality inclination,and with social support they gain.Personality inclination is the intervening variable of the influence of life events upon state anxiety,and social support is the regulating variable.(6) Negative tendency happens in the period of cognizing and encoding among teachers with high anxiety arouse and positive tendency happens in the period of recognizing,but no tendency is found in the period of judging and explaining.These features reflect the facilitating function of cognitive process in the course of individual evolution and adaptation to the environment.(7) Characteristics of cognitive load represented by teachers aroused with high state anxiety verify the efficiency/disruption argument on the one hand,and the compensatory/control argument on the other hand.In other words,level of high state anxiety decreases an individual’s efficiency of cognitive process,and causes the individual not to be focused on a given task.However,after an individual classifies his/her ability of task completion,he/she will have stronger certainty and ascription,which to some extent reduces the level of anxiety and enhances efficiency of cognitive process.The originality of the present study is represented by the following four aspects:(1) Making up the study of state anxiety among primary and middle school teachers.With investigation into the structure,status quo,relevant factors and features of cognitive process,a structural model of state anxiety among primary and middle school teachers is constructed and the deficiencies in studies related can be overcome to some extent.This helps deepen research in state anxiety among primary and middle school teachers,and state anxiety in general.(2) Expanding the scope of anxiety research with a developmental approach.The subjects of this study are primary and middle school teachers who belong to the normal population.Compared to former studies which were directed towards people with anxiety disorders and which were in lack of developmental approaches,the present study has made a step forward and is valuable for anxiety research and coping with it.(3) Synthesizing different perspectives in methodology.The study applies the macro perspective to propose a theoretical model containing various factors of state anxiety,and the micro perspective to discuss the characteristics of cognitive process;considers the intervening function of social support for state anxiety among teachers,and the medium function of internal personality in this type of state anxiety;adopts experimental observation and statistical analysis,and reasoning and constructing as well.It is a helpful study which synthesizes several perspectives.(4) Designing tools of specific use and special practicality.Scale for State Anxiety Among Primary and Middle School Teachers and Life Event Scale for Primary and Middle School Teachers designed by the author make up the deficiency in measurement tools of state anxiety and stress among primary and middle school teachers in China.更多还原