|
|
幼儿园教师父母情感温暖和职业认同的联系：共情和师幼关系的链式中介作用
|
Abstract:
为了探讨幼儿园教师父母情感温暖与职业认同之间的关系，以及共情和师幼关系的中介作用，采用简式父母教养方式问卷的情感温暖子维度问卷、人际反应指针量表、师幼关系问卷亲密性子维度问卷和职业认同调查问卷对970名幼儿园教师进行测量。结果表明：1) 幼儿园教师的父母情感温暖对职业认同的直接效应不显著；2) 共情和师幼关系在幼儿园教师的父母情感温暖与职业认同之间起独立中介作用且独立中介作用显著；3) 共情和师幼关系在幼儿园教师的父母情感温暖与职业认同之间起链式中介作用且链式中介作用显著。研究表明，幼儿园教师的父母情感温暖通过共情、师幼关系的独立中介效应以及共情和师幼关系的链式中介效应间接影响其职业认同。
To explore the relationship between kindergarten teachers’ parental emotional warmth and professional identity, as well as the mediating role of empathy and teacher-child relationships, the Affective warmth sub-dimension questionnaire from the Short Egna Minnenav Barndoms Uppfostran, Interpersonal Reactivity Index, closeness sub-dimension questionnaire from the Teacher-Child Relationship Questionnaire, and Professional Identity Survey were used to measure 970 kindergarten teachers. The results showed that: 1) The direct effect of kindergarten teachers’ parental emotional warmth on vocational identity was not significant. 2) Empathy and teacher-child relationship played an independent mediating role and the independent mediating role was significant between kindergarten teachers’ parental emotional warmth and vocational identity. 3) Empathy and teacher-child relationship played a chain mediating role and the chain mediating role was significant between kindergarten teachers’ parental emotional warmth and vocational identity. The study suggests that kindergarten teachers’ parental emotional warmth indirectly influence their professional identity through the independent mediating effects of empathy and teacher-child relationships, as well as the chain mediation effect of both.
| [1] | 蔡辰梅(2022). 社会转型进程中专业伦理关系对教师道德的影响研究. 教育科学研究, (10), 91-96. |
| [2] | 陈冠亚(2021). 小班幼儿入园适应现状与提升对策. 学前教育研究, (3), 93-96. |
| [3] | 陈奇, 桑悦赟, 王慧, 杨廷忠(2018). 初中生应对方式在父母教养方式和焦虑中的中介作用. 中国卫生统计, 35(6), 843-845+849. |
| [4] | 崔英锦, 樊香麟(2022). 共情与特殊教育教师工作投入的关系: 职业使命感的中介作用. 中国特殊教育, (10), 73-79+88. |
| [5] | 丁道群, 蒋珊珊(2011). 湖南地区高校免费师范生的教师职业认同感调查研究. 教师教育研究, 23(4), 63-67. |
| [6] | 贺佐廷, 谭华玉(2023). 五年制公费幼儿师范生父母教养方式、 人格特质与教师职业认同的关系——以湘南幼儿师范高等专科学校为例. 陕西学前师范学院学报, 39(8), 95-105. |
| [7] | 黄明明, 陈丽萍, 郭莉萍, 赵守盈(2021). 工作-家庭冲突与幼儿教师离职意向的关系: 职业认同感与职业倦怠的序列中介作用. 心理与行为研究, 19(5), 679-686. |
| [8] | 蒋奖, 鲁峥嵘, 蒋苾菁, 许燕(2010). 简式父母教养方式问卷中文版的初步修订. 心理发展与教育, 26(1), 94-99. |
| [9] | 兰继军, 郭喜莲, 贾兆娜, 吕娜娜(2020). 送教教师共情能力对送教上门态度的影响: 职业认同的中介作用. 中国特殊教育, (10), 58-63. |
| [10] | 刘春怡(2017). 论农村社会工作与精准扶贫之融合. 长白学刊, (3), 134-138. |
| [11] | 陆春明, 吴恒, 黄明明(2020). 幼儿教师职业认同与离职意向的关系: 组织承诺的中介作用. 贵州师范学院学报, 36(12), 25-31. |
| [12] | 蒲阳(2021). 学校因素对教师职业认同的影响——基于北京市义务教育阶段教师的调查. 教育测量与评价, (9), 9-20. |
| [13] | 曲可佳, 邹泓(2013). 家庭社会经济地位、父母教养行为与大学生职业生涯探索的关系. 心理发展与教育, 29(5), 500-506. |
| [14] | 谭钧文, 李航(2017). 师范生共情能力与人格、教师身份认同的关系. 职业教育研究, (9), 41-46. |
| [15] | 汤丹丹, 温忠麟(2020). 共同方法偏差检验: 问题与建议. 心理科学, 43(1), 215-223. |
| [16] | 田瑾, 毛亚庆, 田振华, 杜媛(2021). 变革型领导对教师幸福感的影响——社会情感能力与师生关系的中介作用. 教育学报, 17(3), 154-165. |
| [17] | 王彩凤(2009). 幼儿教师人格类型与其职业认同的关系研究. 硕士学位论文, 北京: 首都师范大学. |
| [18] | 王吉康, 常建锁(2018). 留任特岗教师职业认同及影响因素的实证研究——基于甘肃省留任特岗教师的调查. 教育测量与评价, (11), 24-31. |
| [19] | 王静, 郭菲, 陈祉妍(2023). 父亲共同养育对子女学校适应的影响: 儿童亲社会行为与师生关系的多重中介作用. 中国健康心理学杂志, 31(3), 336-342. |
| [20] | 谢剑虹, 尹玉飞(2022). 学前教育师范生职业认同感与学习投入的关系——学习动机的中介作用和培养层次的调节作用. 学前教育研究, (6), 78-81. |
| [21] | 颜志强, 苏金龙, 苏彦捷(2018). 共情与同情: 词源、概念和测量. 心理与行为研究, 16(4), 433-440. |
| [22] | 杨莉君, 曾晓(2021). 幼儿园教师共情对职业倦怠的影响: 心理资本的中介作用与教龄的调节作用. 教师教育研究, 33(5), 84-92. |
| [23] | 易凌云(2017). 我国学前教育专业学生专业认同状况的调查研究. 湖南师范大学教育科学学报, 16(6), 116-123. |
| [24] | 张凤凤, 董毅, 汪凯, 詹志禹, 谢伦芳(2010). 中文版人际反应指针量表(IRI-C)的信度及效度研究. 中国临床心理学杂志, 18(2), 155-157. |
| [25] | 张磊(2003). 中学生师生关系的特点及其与学校适应的关系研究. 硕士学位论文, 北京: 北京师范大学. |
| [26] | 张晓, 陈会昌(2006). 儿童早期师生关系的研究概述. 心理发展与教育, 22(2), 120-124. |
| [27] | Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ Perceptions of Professional Identity: An Exploratory Study from a Personal Knowledge Perspective. Teaching and Teacher Education, 16, 749-764. https://doi.org/10.1016/s0742-051x(00)00023-8 |
| [28] | Bowlby, J. (1977). The Making and Breaking of Affectional Bonds: II. Some Principles of Psychotherapy: The Fiftieth Maudsley Lecture (Expanded Version). British Journal of Psychiatry, 130, 421-431. https://doi.org/10.1192/bjp.130.5.421 |
| [29] | Bronfenbrenner, U., & Morris, P. A. (2006). The Bioecological Model of Human Development. In R. M. Lerner, & W. Damon (Eds.), Handbook of Child Psychology: Theoretical Models of Human Development (pp. 793-828). John Wiley & Sons, Inc. |
| [30] | Coffman, S. L. (1981). Empathy as a Relevant Instructor Variable in the Experiential Classroom. Group & Organization Studies, 6, 114-120. https://doi.org/10.1177/105960118100600111 |
| [31] | Curtner-Smith, M. D., Hastie, P. A., & Kinchin, G. D. (2008). Influence of Occupational Socialization on Beginning Teachers’ Interpretation and Delivery of Sport Education. Sport, Education and Society, 13, 97-117. https://doi.org/10.1080/13573320701780779 |
| [32] | Darling, N., & Steinberg, L. (1993). Parenting Style as Context: An Integrative Model. Psychological Bulletin, 113, 487-496. https://doi.org/10.1037//0033-2909.113.3.487 |
| [33] | Davis, M. H. (1983). Measuring Individual Differences in Empathy: Evidence for a Multidimensional Approach. Journal of Personality and Social Psychology, 44, 113-126. https://doi.org/10.1037/0022-3514.44.1.113 |
| [34] | Ding, J., & Xie, Z. (2021). Psychological Empowerment and Work Burnout among Rural Teachers: Professional Identity as a Mediator. Social Behavior and Personality: An International Journal, 49, 1-9. https://doi.org/10.2224/sbp.10241 |
| [35] | Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental Socialization of Emotion. Psychological Inquiry, 9, 241-273. https://doi.org/10.1207/s15327965pli0904_1 |
| [36] | Flores, M. A., & Day, C. (2006). Contexts Which Shape and Reshape New Teachers’ Identities: A Multi-Perspective Study. Teaching and Teacher Education, 22, 219-232. https://doi.org/10.1016/j.tate.2005.09.002 |
| [37] | Gauvain, M., & Huard, R. D. (1999). Family Interaction, Parenting Style, and the Development of Planning: A Longitudinal Analysis Using Archival Data. Journal of Family Psychology, 13, 75-92. https://doi.org/10.1037/0893-3200.13.1.75 |
| [38] | Guan, Y., Wang, Z., Gong, Q., Cai, Z., Xu, S. L., Xiang, Q. et al. (2018). Parents’ Career Values, Adaptability, Career-Specific Parenting Behaviors, and Undergraduates’ Career Adaptability. The Counseling Psychologist, 46, 922-946. https://doi.org/10.1177/0011000018808215 |
| [39] | Hargrove, B. K., Inman, A. G., & Crane, R. L. (2005). Family Interaction Patterns, Career Planning Attitudes, and Vocational Identity of High School Adolescents. Journal of Career Development, 31, 263-278. https://doi.org/10.1177/089484530503100404 |
| [40] | Hayes, A. F. (2013). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. The Guilford Press. |
| [41] | Johnson, P., Buboltz, W. C., & Nichols, C. N. (1999). Parental Divorce, Family Functioning, and Vocational Identity of College Students. Journal of Career Development, 26, 137-146. https://doi.org/10.1177/089484539902600204 |
| [42] | Liu, Q., & Wang, Z. (2021). Associations between Parental Emotional Warmth, Parental Attachment, Peer Attachment, and Adolescents’ Character Strengths. Children and Youth Services Review, 120, Article ID: 105765. https://doi.org/10.1016/j.childyouth.2020.105765 |
| [43] | Mageau, G. A., Ranger, F., Joussemet, M., Koestner, R., Moreau, E., & Forest, J. (2015). Validation of the Perceived Parental Autonomy Support Scale (P-PASS). Canadian Journal of Behavioural Science, 47, 251-262. https://doi.org/10.1037/a0039325 |
| [44] | Noddings, N. (1988). An Ethic of Caring and Its Implications for Instructional Arrangements. American Journal of Education, 96, 215-230. https://doi.org/10.1086/443894 |
| [45] | O’Connor, E., & McCartney, K. (2006). Testing Associations between Young Children’s Relationships with Mothers and Teachers. Journal of Educational Psychology, 98, 87-98. https://doi.org/10.1037/0022-0663.98.1.87 |
| [46] | Peart, N. A., & Campbell, F. A.(1999). At-Risk Students’ Perceptions of Teacher Effectiveness. Journal for a Just Caring Education, 5, 269-284. |
| [47] | Penick, N. I., & Jepsen, D. A. (1992). Family Functioning and Adolescent Career Development. The Career Development Quarterly, 40, 208-222. https://doi.org/10.1002/j.2161-0045.1992.tb00327.x |
| [48] | Pianta, R. C., & Steinberg, M. (1992). Teacher-Child Relationships and the Process of Adjusting to School. New Directions for Child and Adolescent Development, 1992, 61-80. https://doi.org/10.1002/cd.23219925706 |
| [49] | Purkey, W. W., & Schmidt, J. J. (1996). Invitational Counseling: A Self-Concept Approach to Professional Practice. Brooks/ Cole. |
| [50] | Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How Teacher Turnover Harms Student Achievement. American Educational Research Journal, 50, 4-36. https://doi.org/10.3102/0002831212463813 |
| [51] | Schultheiss, D. P., & Blustein, D. L. (1994). Contributions of Family Relationship Factors to the Identity Formation Process. Journal of Counseling & Development, 73, 159-166. https://doi.org/10.1002/j.1556-6676.1994.tb01729.x |
| [52] | Zhang, Y. C., Zhou, N., Cao, H., Liang, Y., Yu, S., Li, J. et al. (2019). Career-Specific Parenting Practices and Career Decision-Making Self-Efficacy among Chinese Adolescents: The Interactive Effects of Parenting Practices and the Mediating Role of Autonomy. Frontiers in Psychology, 10, Article No. 363. https://doi.org/10.3389/fpsyg.2019.00363 |
