The purpose of this study is to investigate the characteristics, relationships and mechanisms underlying the psychological capital, career commitment, gratitude and career well-being of teachers in ethnic areas. In total, 573 primary school and secondary school teachers in Sichuan Province (including 402 teachers in ethnic regions and 171 teachers in non-ethnic areas) were investigated. Following questionnaires were used to investigate these questions: “Psychological Capital Questionnaire for Primary and Secondary School Teachers,” “Gratitude Questionnaire,” “Teacher Career Well-being Questionnaire” and “Career Commitment Questionnaire for Primary and Secondary School Teachers.” The results show that the psychological capital of teachers in ethnic areas is higher than that of teachers in non-ethnic areas. Teachers in ethnic areas have lower levels of career well-being and lower levels of gratitude than teachers in non-ethnic areas. There was no significant difference in career commitment between teachers in ethnic areas and teachers in non-ethnic areas. There were significant positive correlations among psychological capital, gratitude, career well-being and career commitment. Psychological capital can predict career commitment significantly and positively. The mediating effect of career well-being between teachers’ psychological capital and career commitment was significant in both ethnic areas and non-ethnic areas. The chain of mediating effects between gratitude and career well-being was significant in non-ethnic areas. In conclusion, psychological capital can predict teacher career commitment effectively, and the prediction mechanism in ethnic areas is different from that in non-ethnic areas.
The paper has discussed the characteristics of consciousness of professional role of rural teachers and the relationship between consciousness of professional role and work autonomy. By randomly sampling, a survey is conducted among 265 primary and secondary school teachers from Sichuan province. It is found that the whole consciousness of professional role of rural teachers from Sichuan province is above average; the role consciousness of their collaborators and facilitators is the highest; the role consciousness of their social and economic status is the lowest. From the characteristics of different groups of teachers, there is no difference in gender, teaching age and education background, but there are significant differences between teachers of urban and rural areas, backbone teachers and nonbackbone teachers, teachers in key middle schools and non-key middle schools, and among teachers who teach Chinese, mathematics, foreign languages, Politics, History, Chemistry, Biology, Geography and teachers in primary and middle schools. Consciousness of professional role of teachers is significantly related to work autonomy. That is to say, consciousness of professional role of teachers can positively or negatively predict work autonomy.
This paper examines how and to what extent parental rearing patterns influence the type of teenage teasing and its impact by making use of a Chinese version Egna Minnen Barndoms Uppfostran (EMBU). The participants include 582 adolescents in 7th-, 8th-, 9th-, 10th-, 11th-and 12th-grades from 2 schools in 2 cities in Sichuan province, China. The results show that teasing of physical appearance and social behavior occurs often, and that the impact of social behavior and performance is the greatest. The study finds that teenage teasing varies significantly depending on the subject's gender, whether it occurs in urban or rural settings, whether the teenagers are leftbehind or non-left-behind, as well as the level of paternal educational. Positive parental rearing practices (that involve emotional warmth) are also found to be negatively correlated with teenage teasing and its influence (except academics); while negative parental rearing patterns (rejection, punishment, control and favoring subject) are positively correlated with teenage teasing and its influence, among which paternal rejection and parental control have the greatest influence on teenagers teasing and its influence.
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