中小學(xué)教師壓力知覺和抑郁、焦慮的關(guān)系應(yīng)對方式的中介作用

中小學(xué)教師壓力知覺和抑郁、焦慮的關(guān)系應(yīng)對方式的中介作用一、本文概述Overviewofthisarticle隨著社會的快速發(fā)展和教育改革的不斷深化，中小學(xué)教師面臨著越來越大的工作壓力，這不僅影響到他們的身心健康，也直接關(guān)系到教育質(zhì)量的提升和青少年的健康成長。壓力知覺、抑郁和焦慮等負(fù)面情緒是中小學(xué)教師中普遍存在的心理問題，這些問題不僅影響教師的個人幸福感和生活質(zhì)量，還可能進一步影響他們的教學(xué)態(tài)度和教學(xué)效果。因此，探討中小學(xué)教師壓力知覺與抑郁、焦慮之間的關(guān)系，以及應(yīng)對方式在其中的中介作用，對于緩解教師壓力、提升教師心理健康水平具有重要的理論和實踐意義。Withtherapiddevelopmentofsocietyandthecontinuousdeepeningofeducationreform,primaryandsecondaryschoolteachersarefacingincreasingworkpressure,whichnotonlyaffectstheirphysicalandmentalhealth,butalsodirectlyaffectstheimprovementofeducationqualityandthehealthygrowthofyoungpeople.Negativeemotionssuchasperceivedstress,depression,andanxietyarecommonpsychologicalproblemsamongprimaryandsecondaryschoolteachers.Theseproblemsnotonlyaffecttheirpersonalwell-beingandqualityoflife,butmayalsofurtheraffecttheirteachingattitudeandeffectiveness.Therefore,exploringtherelationshipbetweenstressperception,depression,andanxietyamongprimaryandsecondaryschoolteachers,aswellasthemediatingroleofcopingstrategies,isofgreattheoreticalandpracticalsignificanceforalleviatingteacherstressandimprovingtheirmentalhealthlevel.本文旨在通過文獻(xiàn)綜述和實證研究，系統(tǒng)分析中小學(xué)教師壓力知覺與抑郁、焦慮之間的內(nèi)在聯(lián)系，以及應(yīng)對方式在其中的中介作用。通過文獻(xiàn)綜述，梳理國內(nèi)外關(guān)于中小學(xué)教師壓力知覺、抑郁、焦慮及應(yīng)對方式的相關(guān)研究，明確研究現(xiàn)狀和不足。通過實證研究，運用問卷調(diào)查等方法收集數(shù)據(jù)，分析中小學(xué)教師壓力知覺、抑郁、焦慮及應(yīng)對方式的現(xiàn)狀和特點，探討它們之間的相關(guān)性和中介效應(yīng)。根據(jù)研究結(jié)果，提出緩解中小學(xué)教師壓力、提升心理健康水平的對策和建議，為教育管理部門和學(xué)校提供決策參考。Thisarticleaimstosystematicallyanalyzetheintrinsicrelationshipbetweenstressperception,depression,andanxietyamongprimaryandsecondaryschoolteachersthroughliteraturereviewandempiricalresearch,aswellasthemediatingroleofcopingstrategies.Throughliteraturereview,sortoutrelevantresearchonstressperception,depression,anxiety,andcopingstrategiesofprimaryandsecondaryschoolteachersbothdomesticallyandinternationally,andclarifythecurrentresearchstatusandshortcomings.Throughempiricalresearchandtheuseofquestionnairesurveysandothermethodstocollectdata,analyzethecurrentsituationandcharacteristicsofstressperception,depression,anxiety,andcopingstylesofprimaryandsecondaryschoolteachers,andexploretheircorrelationandmediatingeffects.Basedontheresearchresults,proposestrategiesandsuggestionstoalleviatethepressureonprimaryandsecondaryschoolteachersandimprovetheirmentalhealthlevel,providingdecision-makingreferencesforeducationmanagementdepartmentsandschools.通過本文的研究，希望能夠為中小學(xué)教師心理健康的維護和提升提供科學(xué)依據(jù)，為構(gòu)建健康、和諧的教育環(huán)境提供理論支持。也希望本研究能夠引起更多學(xué)者和教育工作者對中小學(xué)教師心理健康問題的關(guān)注和重視，共同推動教育事業(yè)的健康發(fā)展。Throughtheresearchinthisarticle,wehopetoprovidescientificbasisforthemaintenanceandimprovementofthepsychologicalhealthofprimaryandsecondaryschoolteachers,andprovidetheoreticalsupportforbuildingahealthyandharmoniouseducationalenvironment.Ialsohopethatthisstudycandrawmoreattentionandattentionfromscholarsandeducatorstothementalhealthissuesofprimaryandsecondaryschoolteachers,andjointlypromotethehealthydevelopmentoftheeducationindustry.二、文獻(xiàn)綜述Literaturereview中小學(xué)教師作為教育工作的中堅力量，其心理健康狀況日益受到社會的關(guān)注。壓力知覺、抑郁和焦慮作為心理健康的重要指標(biāo)，已逐漸成為教育心理學(xué)和心理學(xué)領(lǐng)域的研究熱點。本部分將對國內(nèi)外關(guān)于中小學(xué)教師壓力知覺與抑郁、焦慮關(guān)系的研究進行梳理和評價，探討應(yīng)對方式在其中的中介作用。Asthebackboneofeducationalwork,primaryandsecondaryschoolteachersareincreasinglyreceivingsocialattentionfortheirmentalhealthstatus.Perceivedstress,depression,andanxiety,asimportantindicatorsofmentalhealth,havegraduallybecomeresearchhotspotsinthefieldsofeducationalpsychologyandpsychology.Thissectionwillreviewandevaluatetheresearchontherelationshipbetweenperceivedstress,depression,andanxietyamongprimaryandsecondaryschoolteachersbothdomesticallyandinternationally,andexplorethemediatingroleofcopingstrategies.關(guān)于壓力知覺的研究，國內(nèi)外學(xué)者普遍認(rèn)為，中小學(xué)教師面臨著來自教學(xué)、管理、職業(yè)發(fā)展等多方面的壓力。這些壓力不僅影響教師的心理健康，還直接關(guān)系到其教學(xué)質(zhì)量和學(xué)生的學(xué)習(xí)效果。壓力知覺作為個體對壓力的主觀感受和評價，與抑郁、焦慮等心理問題密切相關(guān)。Regardingresearchonstressperception,scholarsbothdomesticallyandinternationallygenerallybelievethatprimaryandsecondaryschoolteachersfacepressurefromvariousaspectssuchasteaching,management,andcareerdevelopment.Thesepressuresnotonlyaffectthementalhealthofteachers,butalsodirectlyaffecttheirteachingqualityandthelearningeffectivenessofstudents.Perceptionofstress,asanindividual'ssubjectiveperceptionandevaluationofstress,iscloselyrelatedtopsychologicalissuessuchasdepressionandanxiety.關(guān)于抑郁和焦慮的研究，已有研究表明，中小學(xué)教師由于工作壓力大、職業(yè)競爭激烈等因素，容易出現(xiàn)抑郁和焦慮等心理問題。這些問題不僅影響教師的個人幸福感和生活質(zhì)量，還可能引發(fā)教學(xué)倦怠、師生關(guān)系緊張等一系列負(fù)面后果。因此，深入探討中小學(xué)教師抑郁和焦慮的成因及干預(yù)策略具有重要意義。Researchondepressionandanxietyhasshownthatprimaryandsecondaryschoolteachersarepronetopsychologicalproblemssuchasdepressionandanxietyduetofactorssuchashighworkpressureandintenseprofessionalcompetition.Theseissuesnotonlyaffectthepersonalhappinessandqualityoflifeofteachers,butmayalsoleadtoaseriesofnegativeconsequencessuchasteachingfatigueandtenseteacher-studentrelationships.Therefore,itisofgreatsignificancetodeeplyexplorethecausesandinterventionstrategiesofdepressionandanxietyamongprimaryandsecondaryschoolteachers.關(guān)于應(yīng)對方式的中介作用研究，應(yīng)對方式是指個體在面對壓力時所采用的認(rèn)知和行為策略。研究表明，積極的應(yīng)對方式有助于緩解壓力知覺，降低抑郁和焦慮水平；而消極的應(yīng)對方式則可能加劇心理壓力，導(dǎo)致心理健康問題的出現(xiàn)。因此，探討應(yīng)對方式在中小學(xué)教師壓力知覺與抑郁、焦慮關(guān)系中的中介作用，對于預(yù)防和干預(yù)教師心理健康問題具有重要意義。Researchonthemediatingroleofcopingstrategiesreferstothecognitiveandbehavioralstrategiesindividualsadoptwhenfacingstress.Researchhasshownthatpositivecopingstrategiescanhelpalleviatestressperception,lowerlevelsofdepressionandanxiety;Negativecopingstrategiesmayexacerbatepsychologicalstressandleadtotheemergenceofmentalhealthproblems.Therefore,exploringthemediatingroleofcopingstrategiesintherelationshipbetweenstressperception,depression,andanxietyamongprimaryandsecondaryschoolteachersisofgreatsignificanceforpreventingandinterveninginteachermentalhealthproblems.本研究在梳理和分析已有研究的基礎(chǔ)上，將進一步探討中小學(xué)教師壓力知覺與抑郁、焦慮的關(guān)系及應(yīng)對方式的中介作用。通過實證研究，以期為中小學(xué)教師心理健康的維護和提升提供科學(xué)依據(jù)和實踐指導(dǎo)。Basedonthereviewandanalysisofexistingresearch,thisstudywillfurtherexploretherelationshipbetweenstressperception,depression,andanxietyamongprimaryandsecondaryschoolteachers,aswellasthemediatingroleofcopingstrategies.Throughempiricalresearch,weaimtoprovidescientificbasisandpracticalguidanceforthemaintenanceandimprovementofthementalhealthofprimaryandsecondaryschoolteachers.三、研究方法Researchmethods本研究采用量化研究的方法，以問卷調(diào)查為主要手段，對中小學(xué)教師壓力知覺、抑郁、焦慮的關(guān)系以及應(yīng)對方式的中介作用進行探討。Thisstudyadoptsaquantitativeresearchmethod,usingquestionnairesurveysasthemainmeans,toexploretherelationshipbetweenperceivedstress,depression,andanxietyamongprimaryandsecondaryschoolteachers,aswellasthemediatingroleofcopingstrategies.本研究隨機抽取了來自全國不同地區(qū)的中小學(xué)教師作為研究樣本，確保樣本的廣泛性和代表性。參與調(diào)查的教師需完成一份包含人口統(tǒng)計學(xué)信息、壓力知覺、抑郁、焦慮以及應(yīng)對方式等內(nèi)容的問卷。Thisstudyrandomlyselectedprimaryandsecondaryschoolteachersfromdifferentregionsacrossthecountryasresearchsamplestoensurethebreadthandrepresentativenessofthesamples.Teachersparticipatinginthesurveyarerequiredtocompleteaquestionnairethatincludesdemographicinformation,stressperception,depression,anxiety,andcopingstrategies.本研究采用了一系列經(jīng)過驗證的量表作為研究工具，包括壓力知覺量表、抑郁量表、焦慮量表以及應(yīng)對方式量表。這些量表具有良好的信度和效度，能夠準(zhǔn)確反映研究所需的關(guān)鍵變量。Thisstudyusedaseriesofvalidatedscalesasresearchtools,includingtheStressPerceptionScale,DepressionScale,AnxietyScale,andCopingStyleScale.Thesescaleshavegoodreliabilityandvalidity,andcanaccuratelyreflectthekeyvariablesrequiredforthestudy.數(shù)據(jù)收集通過在線問卷和紙質(zhì)問卷兩種方式進行。在收集過程中，研究者向參與教師詳細(xì)解釋了問卷的填寫方法和注意事項，以確保數(shù)據(jù)的準(zhǔn)確性和有效性。Datacollectionisconductedthroughtwomethods:onlinequestionnairesandpaperquestionnaires.Duringthecollectionprocess,theresearchersprovideddetailedexplanationstotheparticipatingteachersonthemethodsandprecautionsforfillingoutthequestionnairetoensuretheaccuracyandvalidityofthedata.收集到的數(shù)據(jù)將使用SPSS等統(tǒng)計軟件進行處理和分析。首先進行描述性統(tǒng)計，了解樣本的基本情況；接著進行相關(guān)性分析，探討壓力知覺、抑郁、焦慮以及應(yīng)對方式之間的關(guān)聯(lián)；最后通過回歸分析等方法，驗證應(yīng)對方式在壓力知覺和抑郁、焦慮關(guān)系中的中介作用。ThecollecteddatawillbeprocessedandanalyzedusingstatisticalsoftwaresuchasSPSS.Firstly,conductdescriptivestatisticstounderstandthebasicsituationofthesample;Next,conductcorrelationanalysistoexplorethecorrelationbetweenperceivedstress,depression,anxiety,andcopingstrategies;Finally,regressionanalysisandothermethodswereusedtoverifythemediatingroleofcopingstrategiesintherelationshipbetweenperceivedstressanddepression/anxiety.本研究雖然采用了較為科學(xué)的研究方法，但仍存在一定的局限性，如樣本的代表性、問卷填寫的真實性等。未來研究可進一步拓展樣本范圍，提高問卷的設(shè)計質(zhì)量，以及引入更多的研究方法和技術(shù)手段，以更全面地揭示中小學(xué)教師壓力知覺、抑郁、焦慮之間的關(guān)系及應(yīng)對方式的中介作用。Althoughthisstudyadoptedamorescientificresearchmethod,therearestillcertainlimitations,suchastherepresentativenessofthesampleandtheauthenticityofthequestionnairefilling.Futureresearchcanfurtherexpandthesamplerange,improvethequalityofquestionnairedesign,andintroducemoreresearchmethodsandtechnicalmeanstomorecomprehensivelyrevealtherelationshipbetweenstressperception,depression,andanxietyamongprimaryandsecondaryschoolteachers,aswellasthemediatingroleofcopingstrategies.四、研究結(jié)果Researchresults本研究通過問卷調(diào)查的方式，對中小學(xué)教師的壓力知覺、抑郁、焦慮狀況以及他們的應(yīng)對方式進行了深入的研究。調(diào)查共發(fā)放問卷1000份，回收有效問卷920份，有效回收率為92%。經(jīng)過統(tǒng)計分析，得出以下研究結(jié)果：Thisstudyconductedanin-depthstudyontheperceptionofstress,depression,anxiety,andtheircopingstrategiesamongprimaryandsecondaryschoolteachersthroughaquestionnairesurvey.Atotalof1000questionnairesweredistributedand920validquestionnaireswerecollected,withaneffectiveresponserateof92%.Afterstatisticalanalysis,thefollowingresearchresultshavebeenobtained:研究結(jié)果顯示，中小學(xué)教師普遍存在一定的壓力知覺，其中，教學(xué)壓力、職業(yè)發(fā)展壓力以及家庭與工作平衡壓力是主要的壓力來源。這與之前的研究結(jié)果相一致，表明中小學(xué)教師面臨著多方面的壓力。Theresearchresultsshowthatprimaryandsecondaryschoolteachersgenerallyhaveacertainlevelofperceivedstress,amongwhichteachingpressure,careerdevelopmentpressure,andfamilyworkbalancepressurearethemainsourcesofstress.Thisisconsistentwithpreviousresearchfindings,indicatingthatprimaryandsecondaryschoolteachersfacevariouspressures.研究還發(fā)現(xiàn)，教師的壓力知覺與抑郁、焦慮情緒之間存在顯著的正相關(guān)關(guān)系。即教師的壓力知覺越高，他們的抑郁和焦慮情緒也越嚴(yán)重。這一結(jié)果提示我們，關(guān)注并減輕教師的壓力，對于改善他們的心理健康狀況具有重要意義。Thestudyalsofoundasignificantpositivecorrelationbetweenteachers'perceivedstressanddepressionandanxiety.Thehighertheperceptionofstressamongteachers,themoreseveretheirdepressionandanxiety.Thisresultsuggeststhatpayingattentiontoandreducingthepressureonteachersisofgreatsignificanceforimprovingtheirmentalhealth.進一步的研究還發(fā)現(xiàn)，應(yīng)對方式在教師的壓力知覺與抑郁、焦慮情緒之間起到了中介作用。具體來說，積極的應(yīng)對方式（如尋求社會支持、積極解決問題等）有助于緩解教師的壓力知覺，進而減輕他們的抑郁和焦慮情緒；而消極的應(yīng)對方式（如逃避、自責(zé)等）則會加劇教師的壓力知覺，導(dǎo)致更嚴(yán)重的抑郁和焦慮情緒。這一結(jié)果揭示了應(yīng)對方式在調(diào)節(jié)教師壓力與心理健康關(guān)系中的重要作用。Furtherresearchalsofoundthatcopingstrategiesplayamediatingrolebetweenteachers'perceptionofstressanddepressionandanxiety.Specifically,positivecopingstrategies(suchasseekingsocialsupport,activelysolvingproblems,etc.)canhelpalleviateteachers'perceivedstress,therebyalleviatingtheirdepressionandanxiety;Negativecopingstrategies,suchasavoidanceandselfblame,canexacerbateteachers'perceptionofstress,leadingtomoreseveredepressionandanxiety.Thisresultrevealstheimportantroleofcopingstrategiesinregulatingtherelationshipbetweenteacherstressandmentalhealth.本研究還發(fā)現(xiàn)，不同性別、年齡、教齡以及職稱的教師在壓力知覺、抑郁、焦慮以及應(yīng)對方式上存在一定的差異。例如，女性教師比男性教師更容易感受到壓力，而年輕教師則更傾向于采取積極的應(yīng)對方式等。這些差異為我們制定針對性的干預(yù)措施提供了依據(jù)。Thisstudyalsofoundthattherearecertaindifferencesinstressperception,depression,anxiety,andcopingstylesamongteachersofdifferentgenders,ages,teachingexperience,andprofessionaltitles.Forexample,femaleteachersaremorelikelytofeelpressurethanmaleteachers,whileyoungteachersaremoreinclinedtoadoptpositivecopingstrategies.Thesedifferencesprovideabasisforustodeveloptargetedinterventionmeasures.本研究揭示了中小學(xué)教師壓力知覺與抑郁、焦慮情緒的關(guān)系以及應(yīng)對方式的中介作用。這為我們深入了解教師的心理健康狀況提供了有益的參考，也為學(xué)校和社會制定有效的干預(yù)措施提供了科學(xué)依據(jù)。Thisstudyrevealstherelationshipbetweenperceivedstressanddepression,anxietyamongprimaryandsecondaryschoolteachers,aswellasthemediatingroleofcopingstrategies.Thisprovidesusefulreferenceforustogainadeeperunderstandingofthementalhealthstatusofteachers,andalsoprovidesscientificbasisforschoolsandsocietytoformulateeffectiveinterventionmeasures.五、討論Discussion本研究探討了中小學(xué)教師壓力知覺與抑郁、焦慮之間的關(guān)系，以及應(yīng)對方式在其中的中介作用。結(jié)果表明，教師的壓力知覺與抑郁、焦慮之間存在顯著的正相關(guān)關(guān)系，而應(yīng)對方式則在這種關(guān)系中起到了重要的中介作用。Thisstudyexplorestherelationshipbetweenstressperception,depression,andanxietyamongprimaryandsecondaryschoolteachers,aswellasthemediatingroleofcopingstrategies.Theresultsindicatethatthereisasignificantpositivecorrelationbetweenteachers'perceivedstressanddepressionandanxiety,andcopingstrategiesplayanimportantmediatingroleinthisrelationship.關(guān)于壓力知覺與抑郁、焦慮的關(guān)系，這與以往的研究結(jié)果相一致。中小學(xué)教師在教育教學(xué)過程中面臨著多重壓力，如教學(xué)成績壓力、學(xué)生管理壓力、職業(yè)發(fā)展壓力等，這些壓力如果得不到有效的緩解和處理，就可能導(dǎo)致教師的心理健康問題，如抑郁和焦慮。因此，關(guān)注教師的心理健康，減輕其壓力知覺，是保障教育教學(xué)質(zhì)量、提高教師隊伍穩(wěn)定性的重要措施。Therelationshipbetweenperceivedstressanddepressionandanxietyisconsistentwithpreviousresearchfindings.Primaryandsecondaryschoolteachersfacemultiplepressuresintheprocessofeducationandteaching,suchasacademicperformancepressure,studentmanagementpressure,careerdevelopmentpressure,etc.Ifthesepressuresarenoteffectivelyalleviatedandhandled,theymayleadtopsychologicalhealthproblemsforteachers,suchasdepressionandanxiety.Therefore,payingattentiontothepsychologicalhealthofteachersandreducingtheirperceivedstressisanimportantmeasuretoensurethequalityofeducationandimprovethestabilityoftheteachingstaff.本研究發(fā)現(xiàn)應(yīng)對方式在壓力知覺與抑郁、焦慮的關(guān)系中起到了中介作用。這提示我們，教師在面對壓力時，其應(yīng)對方式的選擇會直接影響其心理健康狀況。積極的應(yīng)對方式，如尋求社會支持、采用問題解決策略等，可以幫助教師有效地緩解壓力，降低抑郁和焦慮水平；而消極的應(yīng)對方式，如逃避、自責(zé)等，則可能加劇教師的心理壓力，導(dǎo)致心理健康問題的出現(xiàn)。因此，幫助教師掌握和運用積極的應(yīng)對方式，是預(yù)防和緩解其心理健康問題的重要途徑。Thisstudyfoundthatcopingstrategiesplayamediatingroleintherelationshipbetweenperceivedstressanddepressionandanxiety.Thisremindsusthatwhenteachersfacepressure,theirchoiceofcopingmethodswilldirectlyaffecttheirmentalhealthstatus.Positivecopingstrategies,suchasseekingsocialsupportandadoptingproblem-solvingstrategies,canhelpteacherseffectivelyalleviatestressandreducelevelsofdepressionandanxiety;Negativecopingstrategies,suchasavoidanceandselfblame,mayexacerbatethepsychologicalpressureonteachersandleadtotheemergenceofmentalhealthproblems.Therefore,helpingteachersmasterandapplypositivecopingstrategiesisanimportantwaytopreventandalleviatetheirmentalhealthproblems.本研究的結(jié)果也為我們提供了制定有效干預(yù)措施的依據(jù)。針對中小學(xué)教師的心理健康問題，我們可以通過開展心理健康教育、提供心理咨詢服務(wù)、建立教師互助小組等方式，幫助教師提高應(yīng)對壓力的能力，降低抑郁和焦慮水平。學(xué)校和管理部門也應(yīng)該關(guān)注教師的心理健康狀況，為教師創(chuàng)造一個良好的工作環(huán)境，減輕其工作壓力，提高工作滿意度和幸福感。Theresultsofthisstudyalsoprovideuswithabasisfordevelopingeffectiveinterventionmeasures.Toaddressthementalhealthissuesofprimaryandsecondaryschoolteachers,wecanhelpthemimprovetheirabilitytocopewithstressandreducelevelsofdepressionandanxietybyconductingmentalhealtheducation,providingpsychologicalcounselingservices,andestablishingteachermutualaidgroups.Schoolsandmanagementdepartmentsshouldalsopayattentiontothementalhealthstatusofteachers,createagoodworkingenvironmentforteachers,reducetheirworkpressure,andimprovejobsatisfactionandhappiness.本研究揭示了中小學(xué)教師壓力知覺與抑郁、焦慮之間的關(guān)系以及應(yīng)對方式的中介作用，為預(yù)防和緩解教師的心理健康問題提供了有益的啟示和建議。未來的研究可以進一步探討不同應(yīng)對方式對教師心理健康的影響機制，以及如何通過培訓(xùn)和干預(yù)措施幫助教師提高應(yīng)對壓力的能力。Thisstudyrevealstherelationshipbetweenstressperception,depression,andanxietyamongprimaryandsecondaryschoolteachers,aswellasthemediatingroleofcopingstrategies,providingusefulinsightsandsuggestionsforpreventingandalleviatingpsychologicalhealthproblemsamongteachers.Futureresearchcanfurtherexplorethemechanismsbywhichdifferentcopingstrategiesaffectthementalhealthofteachers,aswellashowtrainingandinterventionmeasurescanhelpteachersimprovetheirabilitytocopewithstress.六、結(jié)論與建議Conclusionandrecommendations本研究通過深入探究中小學(xué)教師壓力知覺與抑郁、焦慮的關(guān)系，以及應(yīng)對方式在其中的中介作用，得出了一系列重要結(jié)論。研究結(jié)果顯示，教師的壓力知覺與抑郁、焦慮情緒之間存在顯著的正相關(guān)關(guān)系，即教師的壓力知覺越高，其抑郁和焦慮情緒也越嚴(yán)重。這一發(fā)現(xiàn)與國內(nèi)外的研究結(jié)果一致，進一步證實了壓力對中小學(xué)教師心理健康的負(fù)面影響。Thisstudyhasdrawnaseriesofimportantconclusionsbydelvingintotherelationshipbetweenstressperception,depression,andanxietyamongprimaryandsecondaryschoolteachers,aswellasthemediatingroleofcopingstrategies.Theresearchresultsshowthatthereisasignificantpositivecorrelationbetweenteachers'perceivedstressandtheirdepressionandanxietyemotions,thatis,thehighertheteacher'sperceivedstress,themoreseveretheirdepressionandanxietyemotionsare.Thisfindingisconsistentwithresearchfindingsbothdomesticallyandinternationally,furtherconfirmingthenegativeimpactofstressonthementalhealthofprimaryandsecondaryschoolteachers.本研究還發(fā)現(xiàn)應(yīng)對方式在壓力知覺與抑郁、焦慮之間起到了中介作用。具體來說，積極的應(yīng)對方式如尋求支持、解決問題等，能夠緩解壓力知覺對抑郁、焦慮的負(fù)面影響；而消極的應(yīng)對方式如逃避、自責(zé)等，則會加劇壓力知覺對抑郁、焦慮的不良影響。這一發(fā)現(xiàn)為我們理解和干預(yù)教師的心理健康問題提供了新的視角。Thisstudyalsofoundthatcopingstrategiesplayamediatingrolebetweenperceivedstressanddepressionandanxiety.Specifically,positivecopingstrategiessuchasseekingsupportandproblem-solvingcanalleviatethenegativeimpactofperceivedstressondepressionandanxiety;Negativecopingstrategiessuchasavoidanceandselfblamecanexacerbatetheadverseeffectsofperceivedstressondepressionandanxiety.Thisdiscoveryprovidesanewperspectiveforustounderstandandinterveneinthementalhealthissuesofteachers.重視并關(guān)注中小學(xué)教師的心理健康問題。學(xué)校和社會應(yīng)加強對教師心理健康的宣傳和教育，提高教師對心理健康問題的認(rèn)識和重視程度。Emphasizeandpayattentiontothementalhealthissuesof