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目的探讨师范院校进修教师的自我和谐及其与主观幸福感的关系。方法用自我和谐量表和幸福感知识问卷对411名师范院校进修教师进行调查,分析自我和谐及其与主观幸福感的关系。结果师范院校进修教师自我和谐的灵活性平均得分为3.88分,高于不和谐和刻板性的平均得分2.51,2.70分。但在刻板性方面,学历越低、职称越高的人,刻板性越低;学历越高、职称越高的人,刻板性越高(本科:F(2,402)=3.89,P<0.05;硕士:F(2,402)=0.33,P>0.05;博士:F(2,402)=7.01,P<0.000)。师范院校进修教师的自我和谐与主观幸福感的相关程度不高,对其预测力为0.10左右。结论师范院校进修教师自我和谐整体状况良好,但与主观幸福感的关系校为有限。
Objective To explore the self-harmony of teachers in normal universities and their relationship with subjective well-being. Methods A questionnaire of self-consistency and scale of well-being was used to investigate 411 teachers from normal colleges and universities to analyze the relationship between self-harmony and subjective well-being. Results The average score of self-consistency flexibility of teacher training in teachers colleges was 3.88 points, higher than the average score of 2.51 and 2.70 points of discordance and rigidity. However, in the aspect of rigidness, the lower the academic record and the higher the professional title, the lower the stereotype; the higher the academic record and the higher the professional title, the higher the stereotype (undergraduate: F (2,402) = 3.89, P <0.05) : F (2,402) = 0.33, P> 0.05; PhD: F (2,402) = 7.01, P <0.000). The correlation between self-harmony and subjective well-being of teacher training institutes in normal colleges is not high, and its predictive power is about 0.10. Conclusion Teachers and students in institutions of higher learning self-harmony and overall good condition, but the subjective well-being of the school as a limited.