消极情绪调节期待对教师职业倦怠的作用机制分析
Analysis of the Effect Mechanism of Negative Emotion Regulating Expectancies on Teacher’s Job Burnout

教师的消极情绪调节期待(NMRE)可以有效缓解教师的职业倦怠水平，这一作用具体表现为教师的NMRE水平与教师的情绪耗竭、人格解体、个人成就感低这三个维度均呈现负相关的关系。通过分析这种关系的作用机制发现：教师的压力源会诱发心理应激的产生，NMRE高的个体会以重评的方式抑制教师在工作上由资源缺失带来的心理应激反应，削弱由应激引发的情绪耗竭；控制点对人格解体的解释率最高，NMRE与控制点在期望上具有内在的一致性，从而表现出内控型的个体NMRE高且人格解体水平低；NMRE高的个体具有较强的成就动机，易产生高成就感体验，还会调动更多积极的认知和行为记忆，更快降低成就感低的体验。
Teachers’ negative emotion regulation expectancies (NMRE) can effectively alleviate teachers’ job burnout. This effect is reflected in the negative correlation among teachers’ NMRE level and teachers’ emotional exhaustion, depersonalization, and diminished personal accomplishment. By analyzing the mechanism of this relationship, it was found that teachers’ stressors could induce psychological stress, and individuals with high NMRE could suppress teachers’ psychological stress response caused by lack of resources in the way of reappraisal, and weaken the emotional exhaustion caused by stress. Control points had the highest explaining rate of depersonalization, and NMRE was internally consistent with control points in expectancies, indicating that internally controlled individuals had high NMRE and low depersonalization level. Individuals with high NMRE had strong achievement motivation, tended to have high accomplishment experience, mobilized more positive cognitive and behavioral memory, and reduced the experience with low accomplishment faster.