幼儿园教师的同情心和心理健康:潜伏的个人资料分析
Rong Jin1, Xiangyu Li1, Heqing Huang1
1Faculty of Preschool Education, Capital Normal University, Beijing, People's Republic of China.
Psychology research and behavior management
|February 10, 2025
概括
在学前教育教师中确定了四种不同的同情心概况,揭示了同情心模式和心理健康结果之间的重要联系. 高同理心与增加的心理健康风险相关,而以其他为导向的同理心显示出保护作用.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 心理健康研究 心理健康研究
背景情况:
- 在幼儿教育中,同理心至关重要.
- 了解幼儿园教师之间的同理心差异对于支持他们的福祉至关重要.
- 自我-他人导向的同理心框架提供了一个镜头来检查这些变化.
研究的目的:
- 在学前教育教师中对同情感的概况进行分类.
- 调查这些同理心概况与教师心理健康之间的关系.
- 应用自我-其他导向的同理心理论框架.
主要方法:
- 隐形形象分析 (LPA) 用于在4345名学前教师中识别同情心子组.
- 用症状检查清单90 (SCL-90) 评估心理健康.
- 用中文版本的人际反应性指数 (IRI-C) 来衡量同情心.
主要成果:
- 确定了四种不同的同理心特征:中度 (46.5%),高 (25.2%),以他人为导向的高/自我为导向的低 (20.8%),低 (7.5%).
- 在不同个人资料中发现了心理健康的显著差异.
- 具有高同情心的群体表现出最高的心理健康风险,而其他以同情心为导向的群体表现出最低的风险.
结论:
- 幼儿园教师表现出各种各样的同理心特征.
- 这些同情概况与心理健康状况有显著的关联.
- 根据教师的同情模式,可能需要针对性的支持.
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