摘要
目的:探讨中小学教师压力知觉,抑郁、焦虑和应对方式之间的关系。方法:采用压力知觉量表(CPSS),简易应对方式量表(SCSQ),抑郁症筛查量表(PHQ-9)和广泛性焦虑量表(GAD-7)对3312名教师进行调查。结果:压力知觉与中小学教师抑郁、焦虑呈显著正相关(r=0.57,0.59;P<0.01),压力知觉对抑郁,焦虑情绪的直接效应分别为0.239(95%CI:0.221,0.258),0.226(95%CI:0.209,0.242),应对方式在压力知觉和抑郁间的部分中介效应值为0.031(95%CI:0.021,0.039),在压力知觉和焦虑间的部分中介效应值为0.019(95%CI:0.012,0.027),中介效应分别占总效应的11.5%和7.8%。结论:压力知觉不仅直接影响中小学教师抑郁、焦虑,而且还会通过应对方式对中小学教师抑郁、焦虑产生间接作用。
Objective:To explore the relationship among perceived stress, depression, anxiety and coping style of primary and secondary school teachers.Methods:A total of 3312 teachers were surveyed using the CPSS,SCSQ,PHQ-9,GAD-7.Results:Perceived stress was significantly positively correlated with depression and anxiety of primary and secondary school teachers(r=0.57,0.59;P<0.01).The direct effects of perceived stress on depression and anxiety were 0.239(95%CI:0.221,0.258),respectively.The partial mediating effect of coping style on perceived stress and depression was 0.031(95%CI:0.021,0.039),and the partial mediating effect of coping style on perceived stress and anxiety was 0.019(95%CI:0.012,0.027).The mediating effect accounted for 11.5% and 7.8% of the total effect, respectively.Conclusion:Perceived stress not only directly affects the depression and anxiety of primary and secondary school teachers, but also indirectly affects the depression and anxiety of primary and secondary school teachers through coping styles.
作者
杨蕊
王琪林
何佩
向虹霓
邓欣童
杨梅
YANG Rui;WANG Qilin;HE Pei(Guangyuan Mental Health Center,Guangyuan 628000,China)
出处
《中国健康心理学杂志》
北大核心
2021年第12期1842-1848,共7页
China Journal of Health Psychology
基金
2020四川省科技厅软项目(编号:2020JDR0363)。
关键词
中小学教师
压力知觉
抑郁
焦虑
应对方式
Primary and secondary school teachers
Perceived stress
Depression
Anxiety
Coping styles
作者简介
通信作者:杨梅。
