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幼儿教师情绪体验与情绪意识的发展特点及关系

The Developmental Characteristics and Relationship between Preschool Teachers’ Emotional Experience and Emotional Awareness

Psychology of China / 2021,3(5): 492-501 / 2021-05-21 1411 749

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• Authors: 张傲子 石小加 牛晓 曲方炳
• Information:

  首都师范大学，北京

• Keywords:
  Preschool teacher; Emotional experience traits; Emotional awareness
  幼儿教师; 情绪意识; 情绪体验
• Abstract: Purpose Understand the current situation of the emotional experience and emotional awareness of preschool teachers, explore the impact of pre-service and post-service (grade and teaching age) on the two, and analyze the relationship between the two. Methods In this study, the Toronto Alexithymia Scale was used to measure the emotional awareness of 376 preschool teachers, and the Trait Meta-mood Scale, the Affective Intensity Scale and the Emotional Expressivity Scale were used to measure their emotional attention, emotional clarity, emotional intensity and emotional expression in their emotional experience. Result (1) The emotional experience traits of preschool teachers are at a medium level, and the level of emotional awareness is good. (2) On the emotional attention points, majoring in preschool education students is significantly higher than freshman to junior and teaching experience scored more than one year to five years, senior and teaching experience more than five years in articulation score were higher than freshman to junior score, freshman to junior emotional awareness score higher than senior grade, teaching experience more than one year to five years, five years or more (p’s < 0.05）. （3）Emotional attention and emotional clarity are significantly negatively correlated with emotional awareness, while emotional intensity and emotional expression are significantly positively correlated with emotional awareness.Emotional attention and emotional clarity negatively predicted the score of emotional awareness (β = -0.28, -0.70, P < 0.01), emotional intensity and emotional expression both positively predict emotional awareness scores (β = 0.26, 0.29, 0.13, p's<0.05 Conclusion There are significant differences in emotional attention, emotional clarity and emotional awareness among preschool teachers in different grades and teaching ages; the relationship among the dimensions of emotional attention, emotional clarity, and emotional awareness is not completely consistent, but their relationships are similar and need to be further studied. 目的：了解幼儿教师情绪体验和情绪意识的现状，探究职前职后（年级与教龄）对两者的影响，初步分析两者的关系。方法：本研究采取问卷调查法，采用多伦多述情障碍量表测查376名幼儿教师的情绪意识，采用特质性元情绪量表、情绪强度测量量表以及情绪表达性量表测查其情绪体验中的情绪注意、情绪清晰度、情绪强度以及情绪表达。结果：（1）幼儿教师情绪体验特质处于中等水平，情绪意识水平良好。（2）情绪注意力得分上，学前教育专业大四学生显著高于大一至大三以及教龄一年以下至五年得分，大四和教龄五年以上情绪清晰度得分均高于大一至大三得分，大一至大三的情绪意识得分高于大四年级、教龄一年以下至五年、五年及以上的得分（p’s < 0.05）。（3）情绪注意、情绪清晰度与情绪意识显著负相关，情绪强度、情绪表达与情绪意识显著正相关。情绪注意、情绪清晰度负向预测情绪意识得分（β = -0.28、-0.70，P < 0.01），情绪强度和情绪表达均正向预测情绪意识得分（β = 0.26、0.29、0.13，p’s < 0.05）。结论：幼儿教师的情绪注意、情绪清晰度和情绪意识在不同年级与教龄间存在显著差异；情绪注意、情绪清晰度和情绪意识各维度的关系并不完全一致，但具有相似性，其关系仍需进一步研究。
• DOI: https://doi.org/10.35534/pc.0305060
• Cite: 张傲子，石小加，牛晓，等．幼儿教师情绪体验与情绪意识的发展特点及关系［J］．中国心理学前沿，2021，3（5）： 492-501．