工作家庭冲突与乡村教师消极工作情绪：正念教学的中介作用和心理安全感的调节作用*

doi:10.16719/j.cnki.1671-6981.20240120

摘要/Abstract

摘要： 为探讨工作家庭冲突对乡村教师消极工作情绪的影响,并考察正念教学与心理安全感的作用,对896名乡村教师进行调查。结果表明：（1）工作家庭冲突显著正向预测乡村教师消极工作情绪;（2）正念教学显著中介工作家庭冲突与乡村教师消极工作情绪的关系;（3）心理安全感调节该中介的前后两条路径,即工作家庭冲突对正念教学的负向预测作用在心理安全感高的乡村教师中变弱,正念教学对消极工作情绪的负向预测作用只在心理安全感高的乡村教师中显著。

关键词: 乡村教师, 工作家庭冲突, 消极工作情绪, 正念教学, 心理安全感

Abstract: Teachers, who are engaged in heavy emotional labor, are prone to emotional exhaustion, which leads to negative emotions such as depression and anxiety. According to the Affective Events Theory, rural teachers who face heavy workloads and difficulties are more likely to breed negative working emotions. If this negative emotion is accumulated longitudinally and cannot be relieved in an appropriate way, it may not only adversely impact teachers' mental health, but also cause moral misconduct, which in turn may disrupt their students' mental health. Rural teachers are constrained by the particularity of their posts, and undertake a lot of teaching and non-teaching work. The heavy work pressure makes it challenging to balance the relationship between work and family, and it is inevitable that the confusion and conflict of roles will result from the poor balance. In particular, rural teachers are more and more living in a "migratory bird" state between work and life. The separation of work and life makes it more difficult to balance the relationship between work and family, and the conflict between work and life is more intense. Although previous studies have shown that work-family conflict is the key inducing factor of teachers' negative emotion, few studies have paid attention to the influence of work-family conflict on rural teachers' negative working emotion and its mechanism.
Based on this, from the perspectives of Work/family Border Theory, the Conservation of Resources, the Job Demands-Resources model, and the Person-Situation Interaction Theory, this study explores the generation mechanism of rural teachers' negative working emotion from three micro subsystems: work environment (psychological safety), family life (work-family conflict) and individual characteristics (mindfulness in teaching). A sample of 896 rural teachers were recruited in the study to complete the Work-family Conflict Scale, the Mindfulness in Teaching Scale, the Psychological Safety Scale, and the Negative Affectivity Subscale.
The results showed that: (1) Work-family conflict significantly positively predicted rural teachers' negative working emotion. (2) The relationship between mindfulness in teaching significantly mediated work-family conflict and rural teachers' negative working emotion. (3) Psychological safety moderated the first half and the second half of the mediation process in which work-family conflict affected negative working emotion of rural teachers. Specifically, the negative predictive effect of work-family conflict on mindfulness in teaching was weakened in rural teachers with high psychological safety, while the negative predictive effect of mindfulness in teaching on negative working emotion was only significant on rural teachers with high psychological safety. This study revealed the influence of work-family conflict on rural teachers' negative working emotion and its mechanism, and provided evidence to promote the mental health and team building among rural teachers.

Key words: rural teachers, work-family conflict, mindfulness in teaching, negative working emotion, psychological safety

田惠东, 徐强强, 张玉红, 王东荣, 魏轶昕. 工作家庭冲突与乡村教师消极工作情绪：正念教学的中介作用和心理安全感的调节作用^*[J]. 心理科学, 2024, 47(1): 170-177.

Tian Huidong, Xu Qiangqiang, Zhang Yuhong, Wang Dongrong, Wei Yixin. Work-Family Conflict and Rural Teachers’ Negative Working Emotion: Mindfulness in Teaching as a Mediator and Psychological Safety as a Moderator[J]. Journal of Psychological Science, 2024, 47(1): 170-177.

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工作家庭冲突与乡村教师消极工作情绪：正念教学的中介作用和心理安全感的调节作用^*

Work-Family Conflict and Rural Teachers’ Negative Working Emotion: Mindfulness in Teaching as a Mediator and Psychological Safety as a Moderator

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