情绪应对策略在特殊教育教师职业压力与职业倦怠间的作用:中介效应还是调节效应

采用特殊教育教师职业压力问卷、情绪应对策略问卷和职业倦怠问卷,对128名特殊教育教师进行调查,探讨特殊教育教师的职业压力、情绪应对策略和职业倦怠之间的关系及其作用机制.结果发现:(1)特殊教育教师的职业压力与情绪应对策略、职业倦怠呈显著正相关,情绪应对策略与职业倦怠呈显著负相关;(2)情绪应对策略在特殊教育教师的职业压力和职业倦怠之间起部分中介的作用;(3)情绪应对策略在特殊教育教师的职业压力和职业倦怠之间还起着调节作用,只有当情绪应对策略处于中低水平时,职业压力对职业倦怠的预测作用才显著.

On Role of Emotion-Based Coping Strategies in Association between Occupational Stress and Job Burnout in Special Education Teachers:Mediation versus Moderation

In order to explore the relationship and mechanism of action between occupational stress, emotion-based coping strategies and job burnout of special education teachers, 128 special education teachers were tested with Occupational Stress Questionnaire for Special Education Teachers, Emotion-Based Coping Strategies Questionnaire for Special Education Teachers and Maslach Burnout Inventory-Educators Survey in this study.The results indicate that:1) There were remarkable positive correlation between occupational stress and emotion-based coping strategies as well as job burnout of special education teachers, while a significant negative correlation was found between emotion-based coping strategies and job burnout;2) Emotion-based coping strategies played a partial mediation effect between occupational stress and job burnout in the special education teachers;3) Emotion-based coping strategies also played a moderating role between occupational stress and job burnout of special education teachers.Only when the emotion-based coping strategies were in low and middle levels, the predictive effect of occupational stress on job burnout was significant.