自我同情对教师幸福感的作用:一个系统的审查和元分析
Ming Yu Claudia Wong1, Hong Wang Fung2,3, Guangzhe Frank Yuan4,5
1Department of Health and Physical Education, The Hong Kong Education University, Ting Kok, Hong Kong.
International journal of psychology : Journal international de psychologie
|September 19, 2025
概括
经历压力的教师可以从自我同情中受益,这与更高的工作满意度有关. 正念干预有效地促进自我同情和正念,改善教师的整体幸福感和减少压力.
科学领域:
- 教育心理学教育心理学
- 心理健康在教育中的作用
背景情况:
- 教师经常报告高压力水平和工作满意度下降.
- 教师的幸福感是教育有效性的关键因素.
研究的目的:
- 对教师福祉与自我同情之间的关联进行元分析.
- 评估正念干预措施对教师自我同情和幸福感的影响.
主要方法:
- 这是一项元分析,综合了19项研究的数据.
- 在分析的研究中,包括4420名教师.
主要成果:
- 在教师幸福感和自我同情之间发现了显著的正相关性.
- 自我同情与压力有很强的反相关性 (r = -0.49),与工作满意度有很强的正相关性 (r = 0.32).
- 在教师中,正念干预显著提高了自我同情 (d = 0.77) 和正念 (d = 0.78).
结论:
- 正念干预措施有效地增加了自我同情,这反过来改善了教师的幸福感.
- 自我同情是提高教师幸福感和工作满意度的关键因素.
- 需要进一步的研究来优化干预措施,以增强教师的自我同情和整体幸福感.
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