情绪在信念与教师工作满意度关系中的中介作用。
The mediating role of emotions in the relation between beliefs and teachers' job satisfaction.
作者信息
Vettori Giulia, Bigozzi Lucia, Vezzani Claudio, Pinto Giuliana
机构信息
Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, 12 Via di San Salvi, Building 26 (Psychology Section), 50135 Florence, Italy.
Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, 12 Via di San Salvi, Building 26 (Psychology Section), 50135 Florence, Italy.
出版信息
Acta Psychol (Amst). 2022 Jun;226:103580. doi: 10.1016/j.actpsy.2022.103580. Epub 2022 Mar 31.
This study investigates the patterns of relations between beliefs, emotions, and job satisfaction in 249 Italian in-service teachers. Participants were assessed on their growth and fixed mindsets, self-efficacy beliefs, emotions associated with various components of their professional engagement and job satisfaction. Mediational analyses shed light on the mediating role of teaching and role emotions in the relation between beliefs and job satisfaction. Specifically, teachers' high self-efficacy beliefs positively impact on job satisfaction if negative teaching and role emotions are contained at low levels.
本研究调查了249名意大利在职教师的信念、情绪和工作满意度之间的关系模式。参与者接受了成长型思维和固定型思维、自我效能信念、与职业参与和工作满意度的各个组成部分相关的情绪的评估。中介分析揭示了教学和角色情绪在信念与工作满意度关系中的中介作用。具体而言，如果消极的教学和角色情绪处于低水平，教师的高自我效能信念会对工作满意度产生积极影响。
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