| 摘要 | p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; text-align: justify; font: 12.0px '.PingFang SC'; color: #454545} p.p2 {margin: 0.0px 0.0px 0.0px 0.0px; font: 12.0px '.PingFang SC'; color: #454545} span.s1 {font: 12.0px 'Helvetica Neue'}目的：本研究聚焦于教学正念这一核心概念，修订第一个指向教学环境的教学正念量表并进行信效度检验，为在校园里进行有关心理健康教育、教师专业发展、教师关怀领域的正念应用提供一个具有良好心理学测量指标的评估工具。进一步探索在工作要求-工作资源模型框架下教学正念对中小学教师的工作倦怠的影响，并检验教学正念在工作要求和工作倦怠以及工作资源和工作投入之间的中介效应。方法：研究一采用教学正念量表、工作倦怠量表、教师自我效能感量表、教师社会情感信念量表和生活满意度量表对河北省583名小学教师进行集体施测，得到有效问卷420份；使用修订后量表对62名教师进行间隔三周的重测同时收集五因素正念量表数据。用SPSS22.0 进行项目分析、内部一致性信度、效标关联效度的分析；用 R3.3.2.0进行探索性因素、验证性因素、重测信度分析；用Amos22.0进行区别效度检验。对整体样本采用随机分半分组后，一组用于项目分析和探索性因素分析，另一组用于验证性因素分析。研究二以北京市、内蒙古、山西、辽宁共5所中小学学校的在职中、小学教师为研究对象，采用工作要求的情感要求、认知要求、工作超负荷、时间压力，工作资源的工作反馈、上级支持、自主掌控、个人发展机会，工作倦怠，工作投入，教学正念，通过校园心理测评平台教师在知情同意的情况下使用手机作答的方式收集数据。共524名教师参与问卷调查，删除自评认真程度低于中间值后保留有效问卷510份。用 SPSS 22.0 对各变量进行描述统计，内部一致性信度，对不同性别、是否班主任的教师进行独立样本t检验，对不同地区、年级、年龄、教龄的教师进行单因素方差分析，在各变量间做Pearson积差相关，多元线性回归分析对因变量的预测作用；采用AMOS 22.0进行混合路径模型适配和中介效应检验。结果：研究一：对随机分半后的210名样本进行探索性因素分析，萃取出两因子结构（个人和人际正念），特征根为4.21和1.76，累积方差贡献率为45.20%。另210名样本的验证性因素分析表明数据拟合较好（χ2/df=1.77，GFI=0.92，NFI=0.87，CFI=0.94，TLI=0.92，IFI=0.94，RMSEA=0.06）。总量表及两维度的Cronbach α系数为0.81，0.80和0.75；重测信度为0.59，0.51和0.66。与工作倦怠、教师社会情感信念、教师自我效能感、五因素正念的相关分别为-0.59、0.48、0.53、0.59（均P<0.001），与生活满意度相关为0.15（P<0.01）。研究二：根据Person相关分析结果显示，个人正念与工作要求的情感要求、工作超负荷和时间压力负相关（r=-0.31,P<0.001; r=-0.15,P<0.01; r=-0.16,P<0.001），与认知要求正相关（r=0.14,P<0.01）；与工作资源的个人发展机会正相关（r=0.23,P<0.001），与上级支持、自主掌控、工作反馈不相关；人际正念与工作要求的情感要求、工作超负荷和时间压力不相关，与认知要求正相关（r=0.29,P<0.001）；与工作资源的四个变量个人发展机会、上级支持、自主掌控、工作反馈正相关(r=0.26,P<0.001; r=0.14,P<0.01; r=0.15,P<0.01; r=0.16,P<0.001)。个人和人际正念与工作倦怠负相关（r=-0.44,P<0.001; r=-0.20,P<0.001），与工作投入正相关（r=0.18,P<0.001; r=0.34,P<0.001）。为探讨教学正念两个维度对工作要求和工作倦怠的影响是否不同进行多元回归分析，在教学个人正念、工作要求的基础之上，加入教学人际正念后对于工作倦怠的整体解释变异量增加了1%（DR2），整体共可解释工作倦怠因变量37%的变异量，个人和人际正念均对工作倦怠有显著负向影响；同理为探讨教学正念两个维度对工作资源和工作投入的影响是否不同进行多元回归分析，在教学个人正念、工作资源的基础之上，加入教学人际正念后对工作投入的整体解释变异量增加了4%（DR2），教学个人正念对工作投入变为不显著，整体共可解释工作投入因变量33%的变异量，人际正念对工作投入有显著正向影响。教学正念在工作要求和工作倦怠之间的部分中介效应显著，占总效应的8%；在工作资源和工作投入之间的部分中介效应显著，占总效应的6.78%。结论：一、中文修订版教学正念量表信效度良好，为在中国文化背景下进行教学正念的相关研究提供了有效的评估工具。二、教学正念在工作要求和工作倦怠之间有显著的中介效应，且在工作资源和工作投入之间有显著的中介效应。三、个人正念在工作要求和工作倦怠之间部分中介效应显著，且在工作资源和工作投入之间部分中介效应显著；人际正念在工作要求-工作资源模型中无中介效应。 |
| 其他摘要 | Objects: The present research focuses on Teaching Mindfulness. To test the validity and reliability of the Chinese version of the Teaching Mindfulness Scale (MIT)，which is the first mindfulness scale used in daily teaching. The purpose is to provide a stable and psychometrically sound instrument in studies of mental health education, teacher’s professional development, and the care for teacher program on social and emotional competence on campus. Using the job demands-resources model to further explore the effect of teaching mindfulness on job burnout in primary and secondary school teachers. And to verify the mediation effect of teaching mindfulness between job demands and burnout, as well as job resources and work engagement.The study was composed of two studies.?Study 1: Using the Chinese version of MIT, the Maslash Burnout Inventory – General Survey (MBI-GS), Teacher Social-Emotional Self-Efficacy Scale(TSESES), Teacher Sense of Efficacy Scale (TES) and Satisfaction with Life Scale (SWLS), 583 primary school teachers in Hebei Province conducted the test and 420 valid questionnaires were obtained. Using the revised MIT, 62 teachers were retested at intervals of three weeks and the Five Facet Mindfulness Questionnaire (FFMQ) data was collected as well. Using SPSS version 22.0 to analyze items，calculate the Cronbach α, and Pearson's correlation; R3.3.2.0 were applied to conduct exploratory factor analysis (EFA) and confirmatory factor analysis (CFA); and Amos version 21.0 were used to verify the discriminant validity. Prior to conducting analyses, the sample was randomly divided into 2 half-samples, sample 1 (n=210)for EFA and ample 2(n=210) for CFA.Study 2: Using the Emotional demands, Cognitive demands, Work overload, and Time pressure belong to job demands, Job Feedback, Supervisor, Autonomy and Opportunities for development belong to job resources, the Maslash Burnout Inventory(MBI-GS), The Utrecht Work Engagement Scale(UWES), through the campus psychological assessment platform, the data was collected by answering via mobile phone. 5 different schools from different regions, such as Beijing, Inner Mongolia province, Shanxi province and Liaoning province supporting the research, a total of 524 teachers, participated in the questionnaire survey, and 510 copies of the valid questionnaires were retained after deleting the self-assessment was lower than the required value. Statistical methods were in parallel with study 1. Moreover, multiple regression analysis, ANOVA by SPSS and indirect effects by AMOS.Results: Study 1: The exploratory factor analysis of sample 1(n=210) showed that MIT consisted of two factors(intrapersonal and interpersonal mindfulness ), the total variance explained 45.20%; The confirmatory factor analysis of sample 2 (n=210) also identified a two-factor model, χ2/df=1.77, GFI=0.92, NFI=0.87, CFI=0.94, TLI=0.92, IFI=0.94, RMSEA=0.06; The Cronbach α for the total scale and each factor were 0.81, 0.80 and 0.75, respectively; The test-retest reliability for the total scale and each factor were 0.59, 0.51 and 0.66, respectively; The correlations between MIT and MBI-GS were r=-0.59, TSESES r=0.48, TES r=0.53, FFMQ r=0.59 (all P<0.001), and SWLS r=0.15 (P<0.01).Study 2: According to the results of the Person-related analysis, the intrapersonal mindfulness was correlated with emotional demands, Work overload, Time pressure （r=-0.31,P<0.001; r=-0.15,P<0.01; r=-0.16,P<0.001）negatively；was correlated with Cognitive demands, Opportunities for development (r=0.14,P<0.01; r=0.23,P<0.001) positively. The interpersonal mindfulness was correlated with Cognitive demands, Opportunities for development, Supervisor, Autonomy, job Feedback（r=0.29,P<0.001; r=0.26,P<0.001; r=0.14,P<0.01; r=0.15,P<0.01; r=0.16,P<0.001）positively. The correlations between Burnout and intrapersonal mindfulness were r=-0.44, interpersonal mindfulness r=-0.20 (all P<0.001); and the correlations between work engagement and intrapersonal mindfulness were r=0.18, interpersonal mindfulness r=0.34 (all P<0.001).The interpersonal mindfulness also showed incremental validity beyond intrapersonal mindfulness and job demands in explaining job burnout (ΔR2=1%). The total explanation of the variation in the job burnout is 37%, both intrapersonal and interpersonal mindfulness had a significant negative correlated with job burnout; the same value of interpersonal mindfulness were ΔR2=4% and 33%, only interpersonal mindfulness was correlated with work engagement positively.Teaching mindfulness mediated job demands and burnout, the mediating effect was 8% of the total effect. And teaching mindfulness mediated job resources and work engagement, the mediating effect was 6.78% of the total effect.Conclusion: Firstly, the revised Chinese version of MIT has satisfactory reliability and validity, which can be used to measure the level of teaching mindfulness. Secondly, the teaching mindfulness mediated both in job demands and burnout of job resources and work engagement significantly. Lastly，only intrapersonal mindfulness had the mediating effect in the double processes of job demands-job resources model. |
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