教师的乐趣、情感劳动和学生参与度之间的关系:每日日记法

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Irena Burić , Hui Wang
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引用次数: 0

摘要

本研究对 587 名加拿大中小学教师进行了日常日记研究,评估了教师的真实表达、伪装、隐藏快乐和热情,以及它们与学生情感和行为参与的日常关联。此外,我们还测量了教师在日记研究前后的特质愉悦度,以研究教师的特质愉悦度是否能预测情感劳动策略的使用,而情感劳动策略的使用又是否与教师对学生参与度的感知有关。此外,我们还研究了感知到的学生参与度是否会预测教师未来的特质愉悦水平。多层次结构方程模型的结果显示,在人与人之间,特质愉悦水平较高的教师倾向于自发地向学生展示他们的积极情感(β = 0.381,p < .001),而这又与学生的参与度呈正相关(β = 0.257,p < .001)。反过来,教师对学生参与度提高的感知也会在未来带来更多的乐趣(β = 0.134, p <.05)。与此相反,教师的特质愉悦与伪装(β = -0.297,p <.001)和隐藏积极情绪(β = -0.130,p <.05)呈负相关,但与学生的参与度或未来的愉悦感无关。在个人层面上,积极情绪的真实表达与学生的参与度呈正相关(β = 0.219,p < .001),伪装与学生的参与度呈负相关(β = -0.134,p < .001),而隐藏与学生的参与度无关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Relationships among teacher enjoyment, emotional labor, and perceived student engagement: A daily diary approach

The present daily diary study among 587 Canadian primary and secondary school teachers assessed teachers' genuine expression, faking, hiding of happiness and enthusiasm, and their daily associations with perceived student emotional and behavioral engagement. Moreover, we measured teachers' trait enjoyment before and after the diary study to examine whether teacher trait enjoyment predicted the use of emotional labor strategies that, in turn, were related to teachers' perceptions of their students' engagement. In addition, we examined whether perceived student engagement predicted future levels of teacher trait enjoyment. Results from multilevel structural equation modeling showed that, at the between-person level, teachers who had higher levels of trait enjoyment tended to spontaneously show their positive feelings to their students (β = 0.381, p < .001), which was further positively related to student engagement (β = 0.257, p < .001). In turn, teachers' perceptions of heightened student engagement led to even greater enjoyment in the future (β = 0.134, p < .05). In contrast, teacher trait enjoyment was negatively related to faking (β = −0.297, p < .001) and hiding positive emotions (β = −0.130, p < .05), but was further unrelated to student engagement or future enjoyment. At the within-person level, genuine expression of positive emotions was positively related to student engagement (β = 0.219, p < .001), faking was negatively related to student engagement (β = −0.134, p < .001), and hiding was unrelated to student engagement.

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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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