论文部分内容阅读
对初中教师在不同职业压力情境下其应对策略与自我效能感的关系进行研究,有助于教师在面对压力时寻求相应的更为有效的应对策略。结果表明,教师的应对策略具有跨情境性;教师的应对策略和情境间有交互作用;一般教育效能感对十种应对策略均无显著预测作用,个人教学效能感对积极评价、情绪宣泄、计划解决、回避、自我调控、接受责任和忽视七种策略有显著预测作用。
Studying the relationship between junior high school teachers’ coping strategies and self-efficacy in different occupational stress situations will help teachers find corresponding more effective coping strategies in the face of pressure. The results show that the coping strategies of teachers are cross-situ; the coping strategies of teachers have interaction with situations; the sense of general education efficacy does not significantly predict the ten coping strategies; and the individual teaching efficacy is positively related to the positive evaluation, emotional catharsis, Solving, avoiding, self-regulation, accept responsibility and ignore the seven strategies have a significant predictive effect.