Huang Shenghua, Yin Hongbiao, Tang Lifang
Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong.
Faculty of Education, Northeast Normal University, Changchun, China.
Front Psychol. 2019 Apr 9;10:801. doi: 10.3389/fpsyg.2019.00801. eCollection 2019.
Focusing on knowledge-based service relationships, this study examined knowledge-based service workers' (i.e., school teachers) emotional labor process and the consequential outcomes for their well-being. The study also examined the roles of two antecedents, namely, teachers' perceptions of display rules and self-monitoring tendencies. A sample of 1,656 school teachers participated in the study. The results showed that self-monitoring generally had stronger, though maladaptive, effects than display rule perceptions on individuals' use of emotional labor strategies (ELS) (i.e., surface acting and deep acting) and well-being (i.e., anxiety, depression, contentment, and enthusiasm). Both self-monitoring and display rule perceptions were positively related to two ELS. There were relatively stronger relationships between self-monitoring and surface acting, and between display rule perceptions and deep acting. Surface acting was positively related to anxiety and depression and negatively related to contentment and enthusiasm. Deep acting was positively related to anxiety, contentment, and enthusiasm. The examination of indirect effects showed that self-monitoring was positively related to anxiety and depression and negatively related to enthusiasm and contentment. Display rule perceptions were weakly, but positively, related to anxiety and depression. These results suggest that self-monitoring may be less beneficial than previously thought. Knowledge-based service workers' display rule perceptions and deep acting may not necessarily be harmful to their well-being, but reflect their role identification and commitment. Theoretical contributions and practical suggestions of this study were discussed.
本研究聚焦于基于知识的服务关系，考察了基于知识的服务工作者（即学校教师）的情绪劳动过程及其对幸福感的影响。该研究还考察了两个前因的作用，即教师对展示规则的认知和自我监控倾向。1656名学校教师参与了此项研究。结果表明，总体而言，与展示规则认知相比，自我监控对个体情绪劳动策略（即表面伪装和深层伪装）的运用及幸福感（即焦虑、抑郁、满足感和热情）的影响更强，尽管这种影响具有适应不良性。自我监控和展示规则认知均与两种情绪劳动策略呈正相关。自我监控与表面伪装之间、展示规则认知与深层伪装之间的关系相对更强。表面伪装与焦虑和抑郁呈正相关，与满足感和热情呈负相关。深层伪装与焦虑、满足感和热情呈正相关。间接效应检验表明，自我监控与焦虑和抑郁呈正相关，与热情和满足感呈负相关。展示规则认知与焦虑和抑郁呈微弱但正向的相关。这些结果表明，自我监控可能不像之前认为的那么有益。基于知识的服务工作者对展示规则的认知和深层伪装不一定对其幸福感有害，而是反映了他们的角色认同和投入。本研究讨论了理论贡献和实践建议。
