Effects of Occupational Stress and Psychological Capital on Occupational Well-Being among Kindergarten Teachers: Effects of Coping Way and Culture

Abstract

Abstract: This study aimed at exploring the effects of occupational stress, psychological capital, way of coping and culture on occupational well-being among kindergarten teachers in China and New Zealand. Participants were 501 kindergarten teachers in Chengdu and Chongqing City in China and in Hamilton City in New Zealand who completed a set of questionnaires including kindergarten teachers' occupational well-being scale(KTOWBS), kindergarten teachers' occupational stress questionnaire(KTOSQ), teachers' psychological capital questionnaire(TPCQ), and simple scale of way of coping(SSWC). The results showed that: 1)Kindergarten teachers' positive coping style mediated the effect of psychological capital on occupational well-being, and kindergarten teachers' negative coping style mediated the effect of occupational stress on occupational well-being. 2)Culture moderated the effect of kindergarten teachers' psychological capital on positive coping style, the effect of their occupational stress on negative coping style, and the effect of their negative coping style on occupational well-being. These results reminded managers in the different countries to take different ways to improve occupational well-being among kindergarten teachers.

Key words: kindergarten teacher, occupational stress, psychological capital, occupational well-being, way of coping, culture

摘要： 为探索幼儿教师职业压力、心理资本、应对方式和文化对职业幸福感的影响,选取中国成渝两地和新西兰汉密尔顿市的幼儿教师共501名,用幼儿教师职业幸福感量表（KTOWBS）、幼儿教师职业压力问卷（KTOSQ）、教师心理资本问卷（TPCQ）、简易应对方式量表（SSWC）进行调查。结果表明：（1）控制学校性质和教师教龄影响后,幼儿教师积极应对中介心理资本对职业幸福感的影响,消极应对中介职业压力对职业幸福感的影响。（2）幼儿教师心理资本对积极应对、职业压力对消极应对以及消极应对对职业幸福感的影响皆受文化调节。以上研究结果有助于认识文化这种情景因素的重要性,从而有针对性地提高幼儿教师职业幸福感。

关键词: 幼儿教师, 职业压力, 心理资本, 职业幸福感, 应对方式, 文化

CLC Number:

G443

Wang Gang, Huang Xu, Zhang Dajun. Effects of Occupational Stress and Psychological Capital on Occupational Well-Being among Kindergarten Teachers: Effects of Coping Way and Culture[J]. Studies of Psychology and Behavior, 2017, 15(1): 83-91.

王钢, 黄旭, 张大均. 幼儿教师职业压力和心理资本对职业幸福感的影响：应对方式和文化的作用*[J]. 心理与行为研究, 2017, 15(1): 83-91.

References

1 卞冉, 车宏生, 阳辉.(2007). 项目组合在结构方程模型中的应用. 心理科学进展, 15(3), 567-576.
2 黄金辉.(2014). 小学教师主观幸福感与应对方式的相关研究. 硕士论文. 河南大学.
3 贾绪计, 林崇德.(2013). 新升本科院校教师工作压力、应对方式与工作倦怠的关系研究. 心理与行为研究, 11(6), 759-764.
4 金家飞, 徐姗, 王艳霞.(2014). 角色压力、工作家庭冲突和心理抑郁的中美比较——社会支持的调节作用. 心理学报, 46(8), 1144-1159.
5 景怀斌.(2006). 儒家式应对思想及其对心理健康的影响. 心理学报, 38(1), 126-134.
6 卡伦, 维吉伦特.(2011). 社会学的意蕴. 北京: 中国人民大学出版社, 98-104.
7 刘力全.(2007). 幼儿教师工作压力源、工作控制体验、工作倦怠关系研究. 硕士论文. 山西大学.
8 刘秀枝.(2011). 私立幼儿园教师职场幸福感与工作满意度之关系研究. 幼儿教保研究期刊,(6), 87-116.
9 宁盛卫, 张庆林.(2015). 民族地区幼儿教师的应对方式及其对心理健康的影响——以海南黎族地区为例. 民族教育研究, 26(5), 70-74.
10 王钢.(2013). 幼儿教师职业幸福感的特点及其与职业承诺的关系. 心理发展与教育, 29(6), 628-634.
11 王钢, 黄旭, 鲁雪, 张大均.(2015). 幼儿教师职业承诺对工作绩效的影响：职业幸福感的中介作用. 心理发展与教育, 31(6), 753-760.
12 王钢, 张大均.(2014). 幼儿教师职业压力对职业认同的影响:应对方式和心理资本的作用. 西南大学学报(自然科学版), 36(10), 157-163.
13 王钢, 张大均, 刘先强.(2014). 幼儿教师职业压力、心理资本和职业认同对职业幸福感的影响机制. 心理发展与教育, 30(4), 442-448.
14 温忠麟, 吴艳.(2010). 潜变量交互效应建模方法演变与简化. 心理科学进展, 18(8), 1306-1313.
15 吴伟炯, 刘毅, 路红, 谢雪贤.(2012). 本土心理资本与职业幸福感的关系. 心理学报, 44(10), 1349-1370.
16 解亚宁.(1998). 简易应对方式量表信度和效度的初步研究. 中国临床心理学杂志, 6(2), 114-115.
17 熊红星, 张璟, 叶宝娟, 郑雪, 孙配贞.(2012). 共同方法变异的影响及其统计控制途径的模型分析. 心理科学进展, 20(5), 757-769.
18 张长英, 宗鸣霞.(2010). 幼儿教师主观幸福感、心理健康与应对方式的关系. 健康研究,(3), 194-197.
19 张德胜, 金耀基, 陈海文, 陈健民, 杨中芳, 赵志裕等.(2001). 论中庸理性: 工具理性、价值理性和沟通理性之外. 社会学研究, (2), 33-48.
20 张文.(2010). 中小学教师心理资本问卷的编制及其特征分析. 硕士论文. 西南大学.
21 张西超, 胡婧, 宋继东, 张红川, 张巍.(2014). 小学教师心理资本与主观幸福感的关系: 职业压力的中介作用. 心理发展与教育, 30(2), 200-207.
22 Aldwin, C. M.(2004). Culture, coping and resilience to stress. Paper presented at the Ed) K. Ura, K. Galay, Gross National Happiness and Development-Proceedings of the First International Conference on Operationalization of Gross National Happiness, Centre for Bhutan Studies, Thimphu,(563-573).
23 Ashford, S. J., & Tsui, A. S.(1991). Self-regulation for managerial effectiveness: The role of active feedback seeking. Academy of Management Journal, 34(2), 251-280.
24 Austin, E. J., Saklofske, D. H., & Egan, V.(2005). Personality, well-being and health correlates of trait emotional intelligence. Personality and Individual Differences, 38(3), 547-558.
25 Brislin, R. W.(1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1(3), 185-216.
26 Hofstede, G.(1980). Cultural consequences: International differences in work-related values. Beverly Hills: Stage.
27 Lazarus, R. S.(1993). Coping theory and research: past, present, and future. Psychosomatic medicine, 55(3), 234-247.
28 Nyamori, R. O., Lawrence, S. R., & Perera, H. B.(2012). Revitalising local democracy: A social capital analysis in the context of a New Zealand local authority. Critical Perspectives on Accounting, 23(7-8), 572-594.
29 Onen, A. S., & Ulusoy, F. M.(2015). Investigating of The Relationship between Pre-Service Teachers′ Self-Esteem and Stress Coping Attitudes. Social and Behavioral Sciences, 186, 613-617.
30 Oyserman, D., & Lee, S. W.(2008). Does culture influence what and how we think? Effects of priming individualism and collectivism. Psychological Bulletin, 134(2), 311-342.
31 Podsakoff, P. M., MacKenzie, S. B., Paine, J. B., & Bachrach, D. G.(2000). Organizational citizenship behaviors: A critical review of the theoretical and empirical literature and suggestions for future research. Journal of Management, 26(3), 513-563.
32 Prieto, L. L., Soria, M. S., Martínez, I. M., & Schaufeli, W.(2008). Extension of the Job Demands-Resources model in the prediction of burnout and engagement among teachers over time. Psicothema, 20(3), 354-360.
33 Richards, J.(2012). Teacher stress and coping strategies: A national snapshot. Educational Forum, 76(3), 299-316.
34 Salkovsky, M., Romi, S., & Lewis, R.(2015). Teachers′ coping styles and factors inhibiting teachers′ preferred classroom management practice. Teaching and Teacher Education, 48, 56-65.
35 Soykan, A.(2015). Subjective well-being in new zealand teachers: An examination of the role of psychological capital. Master thesis, Massey University.
36 Taylor, S. E., & Stanton, A. L.(2007). Coping resources, coping processes, and mental health. Annual Review of Clinical Psychology, 3(1), 377-401.
37 Triandis, H. C.(2015). Collectivism and individualism: Cultural and psychological concerns A2-Wright, James D international encyclopedia of the social & behavioral sciences(Second Edition)(pp. 206-210). Oxford: Elsevier.
38 Ulrich, S., Phanikiran, R., Shigehiro, O., Vivian, D., & Stephan, A.(2002). Culture, personality, and subjective well-being: Integrating process models of life satisfaction. Journal of Personality and Social Psychology, 82(4), 582-593.

[1]	ZENG Lingjuan, JIANG Lijing, PENG Ye. The Influence of Family Environment and Teacher Support on Middle School Students’ Academic Procrastination: The Chain Mediating Effect of Satisfaction of Basic Psychological Needs and Psychological Capital [J]. Studies of Psychology and Behavior, 2022, 20(4): 501-507.
[2]	ZHU Hai, SONG Xiang, ZHOU Yun, YANG Xiaoping, TIAN Zeyong. Influence of Occupational Stress on Subjective Well-Being of Primary and Secondary School Teachers in Western Mountainous Areas: A Moderated Mediation Model [J]. Studies of Psychology and Behavior, 2022, 20(1): 115-121.
[3]	LI Feifei, JIAO Runkai, LIU Dan, YIN Hang. Career Calling and Gratitude Trait in Kindergarten Teachers: A Cross-Lagged Analysis [J]. Studies of Psychology and Behavior, 2021, 19(6): 824-830.
[4]	WU Min, SUN Liping, LIANG Lichan, BIAN Yufang. Heterogeneity of Psychological Capital of Rural Primary Boarders and Its Social Adaptation: Evidence Based on Latent Profile Analysis [J]. Studies of Psychology and Behavior, 2021, 19(2): 186-192.
[5]	WANG Gang, BAI Wei, WU Guolai. The Effects of Effort-Reward Imbalance on Turnover Intention Among Rural Teachers: A Moderated Mediating Model [J]. Studies of Psychology and Behavior, 2021, 19(1): 118-124.
[6]	WANG Gang, FAN Yong, HUANG Xu, LIU Xianqiang, WANG Delin. Effects of Government Support, Organizational Support and Competency on Occupational Well-being Among Kindergarten Teachers: Mediating Effect of Occupational Identity [J]. Studies of Psychology and Behavior, 2018, 16(6): 801-809.
[7]	ZOU Yanchun, PENG Jian, YIN Tianbin. The Effect of Team Learning Climate on Team Psychological Capital:A Social Information Processing Perspective [J]. Studies of Psychology and Behavior, 2018, 16(3): 402-407.
[8]	YE Lihui, WANG Jian. Chinese Overseas Students' Acculturation Orientations and Career Adaptability:The Mediation Role of Career Exploration [J]. Studies of Psychology and Behavior, 2018, 16(3): 408-413.
[9]	Huang Xu, Wang Gang, Wang Delin. Effects of Organizational Support and Occupational Stress on Turnover Intention among Kindergarten Teachers: Mediating Effect of Occupational Burnout [J]. Studies of Psychology and Behavior, 2017, 15(4): 528-535.
[10]	Lin Chongde. The Research of Core Competencies and Values for Students in China [J]. Studies of Psychology and Behavior, 2017, 15(2): 145-154.
[11]	Ma Xie, Tao Yun, Bai Xuejun. Development on the Perception of Chinese and Western Music Emotion in Children [J]. Studies of Psychology and Behavior, 2017, 15(2): 233-239.
[12]	Li Li, Zheng Zhiguo, Liao Xiaoming. University Teachers' Professional Psychological Capital and Job Performance: Mediating Effect of Social Support [J]. Studies of Psychology and Behavior, 2016, 14(6): 802-810.
[13]	Xiong Meng, Ye Yiduo. The Structure, Effects and Intervention of Positive Psychological Capital [J]. Studies of Psychology and Behavior, 2016, 14(6): 842-849.
[14]	Zhao Xiaoyun, Guo Cheng, Xue Guiying. Relationship between Perception of Salary System and Job Performance of Kindergarten Teachers: Mediating Role of Teaching Willingness [J]. Studies of Psychology and Behavior, 2016, 14(3): 346-351.
[15]	Ke Jianglin, Wu Dan, Sun Jianmin. The Impact of Psychological Capital on Job Involvement, Subjective Well-being, and Silence Behavior: Interaction Effect and Effect Comparison [J]. Studies of Psychology and Behavior, 2015, 13(6): 804-810.