Studies of Psychology and Behavior ›› 2022, Vol. 20 ›› Issue (1): 115-121.DOI: 10.12139/j.1672-0628.2022.01.017

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Influence of Occupational Stress on Subjective Well-Being of Primary and Secondary School Teachers in Western Mountainous Areas: A Moderated Mediation Model

ZHU Hai1,2, SONG Xiang1,2, ZHOU Yun1, YANG Xiaoping1, TIAN Zeyong2   

  1. 1. School of Teacher Education, Zunyi Normal University, Zunyi 563006;
    2. School of Psychology, Guizhou Normal University, Guiyang 550025
  • Received:2020-07-06 Online:2022-01-20

职业压力对西部山区中小学教师主观幸福感的影响:有调节的中介模型

朱海1,2, 宋香1,2, 周云1, 杨晓平1, 田泽永2   

  1. 1. 遵义师范学院教师教育学院,遵义 563006;
    2. 贵州师范大学心理学院,贵阳 550025
  • 通讯作者: 朱海,E-mail:5188080@sina.com
  • 基金资助:
    国家社会科学基金教育学西部项目(BBX210284)

Abstract: In order to study the influence of occupational stress on subjective well-being of primary and secondary school teachers in western mountainous areas, a questionnaire survey was conducted among 2568 primary and secondary school teachers in western mountainous areas. The results showed that: 1) There were significant differences in subjective well-being of primary and secondary school teachers in western mountainous areas in demographic variables such as gender, whether they are head teachers or not, monthly income and teaching years. 2) Occupational stress significantly negatively predicted subjective well-being of primary and secondary school teachers in western mountainous areas. 3) Job burnout mediated the effect of occupational stress on subjective well-being of primary and secondary school teachers in western mountainous areas. 4) Occupational identity moderated the first half of the intermediary process from occupational stress, occupational burnout and subjective well-being of primary and secondary school teachers in western mountainous areas.

Key words: teachers of primary and secondary schools in western mountainous areas, occupational stress, job burnout, occupational identity, subjective well-being

摘要: 为了探讨西部山区中小学教师职业压力与主观幸福感的影响,采用问卷调查法对2568名西部山区中小学教师进行调查,结果显示:(1)西部山区中小学教师主观幸福感在性别、是否担任班主任、月收入、教龄等人口学变量上存在显著性差异;(2)职业压力显著负向预测西部山区中小学教师主观幸福感;(3)职业倦怠中介了职业压力对西部山区中小学教师主观幸福感的影响;(4)职业认同调节了职业压力→职业倦怠→西部山区中小学教师主观幸福感这个中介过程的前半段。

关键词: 西部山区中小学教师, 职业压力, 职业倦怠, 职业认同, 主观幸福感

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