Forster Markus, Kuhbandner Christof, Hilbert Sven
Department of Human Sciences, University of Regensburg, Regensburg, Germany.
Front Psychol. 2022 Apr 28;13:842231. doi: 10.3389/fpsyg.2022.842231. eCollection 2022.
Previous findings indicate that the goals of teachers and their experienced emotions when interacting with students play an important role for their well-being. However, studies on the psychological impact of events have shown that the impact of bad events is stronger than the impact of good events. Thus, it may be that teachers' goals and emotions for students showing undesirable behaviors (e.g., students who disrupt the class, do not finish their work, and have a negative attitude to learning) contribute more to their well-being than teachers' goals and emotions for students showing desirable behaviors (e.g., students who pay attention in class, do their work on time, and have a positive attitude to learning), a distinction that has not been made in previous research. To examine this question, we measured teachers' goals and emotions for students showing desirable and undesirable behaviors, and their affective, evaluative, occupational, and psychological well-being ( = 250). The results showed that teachers' well-being was relatively strongly related to their goals and emotions for students showing undesirable behaviors: The higher the goals and the more positive the emotions, the higher the reported well-being. By contrast, the goals and emotions for students showing desirable behaviors were unrelated to teachers' well-being. These results demonstrate that the principle of "bad is stronger than good" holds also for the influence of teachers' goals and emotions on their well-being.
先前的研究结果表明，教师的目标以及他们在与学生互动时所体验到的情绪，对其幸福感起着重要作用。然而，关于事件心理影响的研究表明，不良事件的影响比良好事件的影响更强。因此，对于表现出不良行为的学生（例如，扰乱课堂、未完成作业且对学习态度消极的学生），教师的目标和情绪可能比对于表现出良好行为的学生（例如，课堂上认真听讲、按时完成作业且对学习态度积极的学生）的目标和情绪，对教师幸福感的贡献更大，而这一区别在以往研究中尚未得到探讨。为了研究这个问题，我们测量了教师对于表现出良好和不良行为的学生的目标和情绪，以及他们的情感、评价、职业和心理健康状况（N = 250）。结果显示，教师的幸福感与他们对表现出不良行为的学生的目标和情绪之间的相关性相对较强：目标越高且情绪越积极，报告的幸福感越高。相比之下，对表现出良好行为的学生的目标和情绪与教师的幸福感无关。这些结果表明，“坏事比好事影响更大”这一原则在教师的目标和情绪对其幸福感的影响方面同样成立。
