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目的探讨不同类型学校教师心理健康与自我效能的相关程度,并对影响因素进行分析。方法采用整群分层抽样的方法,以学校或教研组为单位,分层抽取570名教师作为被试对象,采用一般自我效能感量表(SE I)和症状自评量表(SCL-90)进行测试。采用SPSS 13.0分析软件进行统计处理(t检验与相关分析)。结果①不同类型学校教师心理健康各因子得分比较具有非常显著性差异。其中小学与大学相比,在人际关系、敌对2个因子得分具有显著性差异(t1=2.04,2.39;P均<0.05);中学与大学相比,除抑郁因子外,其余各因子均具有非常显著性差异(t2=5.58,6.50,3.22,5.49,4.54,5.34,4.78,3.28;P均<0.01);中学与常模相比,各因子得分均具有极显著性差异(t3=6.67,4.25,6.57,7.28,8.24,6.83,7.79,8.94,5.07;P均<0.001);大学与常模相比,除躯体化、焦虑、精神病性3因子得分无显著性差异外,其余各因子得分均具有显著性差异(t4=2.22,5.05,1.87,4.51,3.71,3.13;P均<0.05);②教师自我效能得分与SCL-90各症状因子得分呈显著的负相关,与教师心理健康水平呈显著的正相关。结论教师自我效能是影响教师心理应激反应结果的一个重要变量。二者之间可以相互影响,互为因果。
Objective To explore the correlation between mental health and self-efficacy of different types of school teachers, and to analyze the influencing factors. Methods A stratified cluster sampling method was used to select 570 teachers from different levels as schools or teaching and research units, and the general self-efficacy scale (SEI) and symptom self-rating scale (SCL-90) carry out testing. Using SPSS 13.0 analysis software for statistical processing (t test and correlation analysis). Results ① The mental health scores of different types of school teachers have very significant differences. There were significant differences in scores of interpersonal relationship and hostility between the two primary schools (t1 = 2.04,2.39; P <0.05). Compared with the university, except for depression, all the other factors were very different (T2 = 5.58,6.50,3.22,5.49,4.54,5.34,4.78,3.28; P <0.01). Compared with norm, the scores of each factor in middle school had extremely significant difference (t3 = 6.67, 4.25 , 6.57, 7.28, 8.24, 6.83, 7.79, 8.94, 5.07 respectively; P <0.001). In addition to the norms of somatization, anxiety and psychosis, there were no significant differences (T4 = 2.22,5.05,1.87,4.51,3.71,3.13; P <0.05). ②The self-efficacy score of teachers was significantly negatively correlated with SCL-90 symptom scores, and the mental health of teachers was significantly Significant positive correlation. Conclusion Teachers ’self-efficacy is an important variable that affects the result of teachers’ psychological stress response. Between the two can affect each other and each other causation.