参与式幼儿园文化、教师心理资本、幸福感与创造性教学：工作需求-资源分析

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2025-10-09 DOI:10.1016/j.ecresq.2025.09.009

Chan Wang , Hongbiao Yin

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引用次数: 0

摘要

本研究运用工作需求-资源（Job requirements - resources, JD-R）模型的框架，考察了参与式幼儿园文化和教师心理资本（PsyCap）对教师情绪、工作投入和创造性教学的影响。这项研究涉及中国1409名幼儿园教师。基于协方差的结构方程模型和自举分析结果表明，幼儿园参与型文化和心理cap与教师的快乐、工作投入和创造性教学呈正相关。在三种类型的教师情绪中，只有教师享受与创造性教学表现出微弱的正相关。工作投入对创造性教学的影响强于教师享受，中介了享受与创造性教学之间的正相关关系和愤怒与创造性教学之间的负相关关系。教师享受和工作投入在参与式幼儿园文化和心理cap与创造力教学的关系中分别或依次起中介作用。这些发现有助于理解JD-R模型、教师情绪、工作投入和幼儿环境下的结果，并为教师的幸福感和工作结果提供见解。

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Participative kindergarten culture, teacher psychological capital, well-being, and teaching for creativity: A job demands–resources analysis

Using the framework of the Job Demands–Resources (JD-R) model, this study examined the effects of participative kindergarten culture and teacher psychological capital (PsyCap) on teachers’ emotions, work engagement, and teaching for creativity. The study involved 1,409 kindergarten teachers in China. The results of covariance-based structural equation modeling and bootstrapping analysis indicated that participative kindergarten culture and PsyCap were positively associated with teachers’ enjoyment, work engagement, and teaching for creativity. Among the three types of teacher emotions examined, only teacher enjoyment showed a weak positive association with teaching for creativity. Work engagement had a stronger effect on teaching for creativity than teacher enjoyment, mediating both the positive association between enjoyment and teaching for creativity and the negative relationship between anger and teaching for creativity. Teacher enjoyment and work engagement served as mediators in the relationships of participative kindergarten culture and PsyCap with teaching for creativity, either individually or sequentially. These findings contribute to the understanding of the JD-R model, teacher emotions, work engagement, and outcomes in early childhood settings and provide insights into teachers’ well-being and outcomes at work.

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.