The Relationship Between Social-Emotional Competence and Burnout of Kindergarten Teacher: The Chain Mediating Role of Psychological Empowerment and Positive Coping Styles

doi:10.12139/j.1672-0628.2025.06.016

Abstract

Abstract:

To examine the relationship between kindergarten teachers’ social-emotional competence and burnout, and to explore the chain-mediated role of psychological empowerment and positive coping styles in it, a questionnaire survey was conducted among 681 kindergarten teachers in Beijing by using the Maslach Burnout Inventory-Educators Survey, Emotional Intelligence Scale, Psychological Empowerment Scale, and Positive Coping Subscale. The results showed that: 1) Social-emotional competence was significantly and negatively related to burnout; social-emotional competence was significantly and positively related to psychological empowerment and positive coping styles; psychological empowerment and positive coping styles were significantly and negatively related to burnout; and psychological empowerment was significantly and positively related to positive coping styles. 2) Psychological empowerment and positive coping styles respectively played a partial mediating role between social-emotional competence and burnout. 3) Psychological empowerment and positive coping styles as chain mediators between social-emotional competence and burnout.

Key words: kindergarten teachers, burnout, social-emotional competence, psychological empowerment, stress coping styles

摘要：

为考察幼儿园教师社会情感能力与职业倦怠的关系，同时探讨心理授权和积极应对方式在其中的链式中介作用，采用教师职业倦怠问卷、情绪智力量表、心理授权量表和积极应对分量表对北京地区681名幼儿园教师进行问卷调查。结果发现：(1)社会情感能力与职业倦怠呈显著负相关，社会情感能力与心理授权、积极应对方式均呈显著正相关，心理授权、积极应对方式与职业倦怠均呈显著负相关；心理授权与积极应对方式呈显著正相关；(2)心理授权和积极应对方式分别在社会情感能力与职业倦怠之间起部分中介作用；(3)心理授权和积极应对方式在社会情感能力与职业倦怠之间起链式中介作用。

关键词: 幼儿园教师, 职业倦怠, 社会情感能力, 心理授权, 压力应对方式

Shuang HUANG, Gan LING, Ping AN. The Relationship Between Social-Emotional Competence and Burnout of Kindergarten Teacher: The Chain Mediating Role of Psychological Empowerment and Positive Coping Styles[J]. Studies of Psychology and Behavior, 2025, 23(6): 847-853.

黄爽, 凌感, 安平. 社会情感能力与幼儿园教师职业倦怠的关系：心理授权和积极应对方式的链式中介作用[J]. 心理与行为研究, 2025, 23(6): 847-853.

Figures/Tables 4

References 0

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变量	M±SD	1	2	3
1.社会情感能力	5.22±0.80
2.职业倦怠	2.86±0.69	−0.46***
3.心理授权	3.40±0.57	0.58***	−0.49***
4.积极应对方式	2.95±0.48	0.46***	−0.35***	0.38***

变量	M±SD	1	2	3
1.社会情感能力	5.22±0.80
2.职业倦怠	2.86±0.69	−0.46***
3.心理授权	3.40±0.57	0.58***	−0.49***
4.积极应对方式	2.95±0.48	0.46***	−0.35***	0.38***

效应类型	中介路径	Bootstrap 95%置信区间	效应值	效果量(%)
直接效应	社会情感能力→职业倦怠	[−0.260, −0.118]	−0.189	47.13
中介效应	社会情感能力→心理授权→职业倦怠	[−0.208, −0.119]	−0.161	40.15
	社会情感能力→积极应对方式→职业倦怠	[−0.066, −0.017]	−0.040	9.98
	社会情感能力→心理授权→积极应对方式→职业倦怠	[−0.021, −0.004]	−0.011	2.74
总中介效应		[−0.265, −0.160]	−0.212	52.87
总效应		[−0.459, −0.343]	−0.401	100

效应类型	中介路径	Bootstrap 95%置信区间	效应值	效果量(%)
直接效应	社会情感能力→职业倦怠	[−0.260, −0.118]	−0.189	47.13
中介效应	社会情感能力→心理授权→职业倦怠	[−0.208, −0.119]	−0.161	40.15
	社会情感能力→积极应对方式→职业倦怠	[−0.066, −0.017]	−0.040	9.98
	社会情感能力→心理授权→积极应对方式→职业倦怠	[−0.021, −0.004]	−0.011	2.74
总中介效应		[−0.265, −0.160]	−0.212	52.87
总效应		[−0.459, −0.343]	−0.401	100

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