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目的探讨高校女教师的情感特征及其影响因素。方法分层随机抽样,调查内容包括个人资料,情感量表,LES,简易应对方式问卷和社会支持评定量表。应用SPSS 11.5建数据库,进行均数比较和Logistic回归分析。结果有效问卷1132份(87.0%),有统计学意义(P<0.05)的为:高校女教师情感平衡得分3.75±1.89分,低于西方人群均分;正、负性情感得分2.46±1.18、3.71±1.40,高于女工人组;独立学院和高职高专院校组、研究生学历组和初级职称以上各组正性情感得分较低,普通本科院校组、本科学历组和青、老年组负性情感得分较低,独立学院、中年和研究生学历组情感平衡得分较低;生活事件和消极应对是影响高校女教师情感的危险因素(OR=3.947～10.076和2.034),积极应对、对支持的利用度和社会支持总分是保护因素(OR=0.529、0.637和0.470)。结论高校女教师大多数正、负性情感和情感平衡较低,其内部存在差异,且受生活事件、应对方式和社会支持的不同影响,宜进行针对性干预。
Objective To explore the emotional characteristics of college female teachers and its influencing factors. Method Random sampling stratified stratification, the survey includes personal information, emotional scales, LES, simple coping style questionnaire and social support rating scale. The database was constructed by using SPSS 11.5 and compared with the mean and Logistic regression analysis. Results There were 1132 valid questionnaires (87.0%), which were statistically significant (P <0.05) as follows: female teachers’ emotional balance score was 3.75 ± 1.89 in college, which was lower than that in western groups; positive and negative emotional scores were 2.46 ± 1.18, 3.71 ± 1.40, higher than the female workers group; independent college and higher vocational college group, postgraduate qualifications group and junior professional titles above groups have lower positive emotion scores, general undergraduate college group, undergraduate education group and young and old The score of negative emotion was lower in the group and lower in the independent college, middle school and postgraduate qualifications. Life events and negative coping were the risk factors affecting the emotion of female teachers in colleges and universities (OR = 3.947-10.076 and 2.034) The total score for support utilization and social support is a protective factor (OR = 0.529, 0.637 and 0.470). Conclusions Most female teachers in universities have a lower positive and negative emotional and emotional balance, and there are differences within the female teachers. Due to the different influences of life events, coping styles and social support, targeted intervention should be made.