摘    要

目的：探讨元情绪对幼儿教师知觉压力和应对方式的作用。

方法：采用适应元情绪量表、非适应元情绪量表、知觉压力量表以及应对方式量表对114名幼儿教师进行施测。

结果：1、（1）幼儿教师的适应性元情绪、非适应性元情绪和压力知觉水平三者都显著高于平均水平。

（2）幼儿教师的适应性元情绪、非适应性元情绪、积极应对方式，消极应对方式以及知觉压力在性别上没有显著性差异（P>0.05）。

（3）幼儿教师的积极应对方式、消极应对方式在学历水平上没有显著差异（P>0.05）。

（4）适应性元情绪、非适应性元情绪以及知觉压力在学历水平上有显著性差异（P<0.05）

①研究生学历幼儿教师的知觉压力显著高于本科生学历和专科及以下学历的幼儿教师。

②研究生学历幼儿教师的适应性元情绪显著高于专科及以下学历幼儿教师。

③研究生学历幼儿教师的非适应性元情绪显著高于本科和专科及以下学历幼儿教师。

2、非适应性元情绪与消极应对方式和知觉压力呈显著的正相关；适应性元情绪与积极应对方式和知觉压力呈显著的正相关；知觉压力和积极应对方式和和消极应对方式呈显著的正相关。

3、通过进一步做回归分析可知：适应性元情绪可以正向预测积极的应对方式；非适应性元情绪可以正向预测消极的应对方式：适应性元情绪与非适应性元情绪都可以正向预测知觉压力水平。

结论：1、幼儿教师的适应性元情绪越高，越容易采用积极的应对方式去解决问题。

2、幼儿教师的非适应性元情绪越高，越容易采用消极的应对方式去解决问题。

3、幼儿教师的适应性元情绪或者非适应性情绪越高，知觉压力水平越大。

关键词：元情绪； 知觉压力； 应对方式；学前教育

Abstract

Objective: To explore the effect of meta-emotion on preschool teachers' perception pressure and coping style.

Methods: A total of 114 preschool teachers were tested using the Adaptation Meta-emotion Scale, Non-adaptive Elementary Emotion Scale, Perceptual Stress Scale, and Coping Style Scale.

Results: 1. (1) The preschool teachers' adaptive meta-emotion, non-adaptive meta-emotion and stress perception were all significantly higher than the average.

(2) There was no significant difference in gender (P>0.05) between preschool teachers' adaptive meta-emotion, non-adaptive meta-emotion, positive coping style, negative coping style and perceived stress.

(3) There is no significant difference in the level of academic qualifications between the preschool teachers' positive coping style and negative coping style.

(4) There was a significant difference in the academic level between adaptive meta-emotion, non-adaptive meta-emotion and perceived stress (P<0.05).

1 Postgraduate education Preschool teachers have significantly higher perceived stress than preschool teachers with undergraduate qualifications and majors and below.

2 Postgraduate education The preschooler's adaptive meta-emotions are significantly higher than those of pre-school teachers with junior college or below.

3 Postgraduate education Preschool teachers’ non-adaptive mood is significantly higher than that of undergraduate and preschool teachers.

2. There was a significant positive correlation between non-adaptive meta-emotion and negative coping style and perceived stress; adaptive meta-emotion was positively correlated with positive coping style and perceived stress; perceived stress and positive coping style and negative coping style were significant. Positive correlation.

3. Through further regression analysis, we can see that adaptive meta-emotion can positively predict positive coping style; non-adaptive meta-emotion can positively predict negative coping style: adaptive meta-emotion and non-adaptive meta-emotion can be positive Predictive perceived stress levels.