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目的 探讨中小学教师在 5种压力情境下应对方式的异同。方法 采用修订的 COPE量表对 5 3 0名中小学教师进行调查。结果 1中小学教师在应对一般压力情境时普遍采用积极认识与直接行动等应对方式。 2集中资源行动、克制性行动、心理解脱和工具性社会支持在 5种压力情境上存在极其显著性差异 ( P<0 .0 0 1 ) ,但只具统计学意义。其他应对方式在 5种压力情境中的运用均无显著性差异 ( P>0 .0 5 )。结论 1中小学教师普遍采用适应性应对方式。 2中小学教师在应对不同压力情境时 ,采用的应对方式具有一定的跨情境性。
Objective To explore the similarities and differences between primary and secondary school teachers in five stress situations. Methods A revised COPE scale was used to investigate 5300 primary and secondary school teachers. Results 1 Primary and secondary school teachers generally adopted the coping styles such as positive cognition and direct action in coping with general stress situations. 2 There was an extremely significant difference (P <0. 001) in five kinds of stress situations between centralized resource action, restraining action, psychological relief and instrumental social support, but only with statistical significance. There was no significant difference in other coping styles among the five stress situations (P> 0.05). Conclusion 1 primary and secondary school teachers generally adopt the adaptive coping style. 2 primary and secondary school teachers in dealing with different stress scenarios, the coping style used has a certain trans-contextual.