中国健康心理学杂志Issue(6)：860-861,862,3.DOI:10.13342/j.cnki.cjhp.2014.06.024
幼儿教师社会支持与主观幸福感
Relationship between Social Support and Subjective Well-being in Kindergarten Teachers
摘要
Abstract
Objective To explore the influence of social support on subjective well-being in kindergarten teachers and inform the im-provement of the kindergarten teachers'mental health education .Methods A total of 403 kindergarten teachers from Guizhou Province were tested with the Social Support Rating Scale ( SSRS) and the World Health Organization Quality of Life ( WHOQOL)-BREF.Results①Unmarried kindergarten teachers got significantly lower social support scores than married ones (t=-5.43,P<0.001);Public kin-dergarten teachers got significantly higher social support scores than private ones (t=3.30,P<0.01).There was no significant difference in subjective well-being in the term of marriage or the kindergarten ownership;②The higher social support group got significantly higher SWB scores than the lower one (t=5.67,P<0.001).③Subjective support could significantly predict kindergarten teachers 'subjective well-being(P<0.001).Conclusion Subjective support is the important influential factor on subjective well-being in kindergarten teachers,which implies a new way to the study and improvement of kindergarten teachers 'subjective well-being.关键词
社会支持/主观幸福感/幼儿教师/心理学/社会学Key words
Social support/Subjective well-being/Kindergarten teachers/Psychology/Sociology分类
社会科学引用本文复制引用
鲁小周,杨颖..幼儿教师社会支持与主观幸福感[J].中国健康心理学杂志,2014,(6):860-861,862,3.基金项目
贵州省教育厅基础教育研究一般项目（编号2012B301）；贵州省重点支持学科应用心理学资助项目 （）
