情緒勞務策略組型及其與相關因素之關係：質、量觀點的個人中心分析

張映芬

doi:10.6251/BEP.202103_52(3).0005

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P595 - 617

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.6251/BEP

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情绪劳务策略组型及其与相关因素之关系：质、量观点的个人中心分析

Emotional Labor Strategy Profiles and Theirs Relationship with Related Factors: From the Perspectives of the Quality/Quantity

张映芬(Ying-Fen Chang)

教育心理学报； 52 卷 3 期 (2021 / 03 / 01) ， P595 - 617

繁体中文 DOI： 10.6251/BEP.202103_52(3).0005

工作倦怠；角色认同；个人中心分析；情绪劳务策略组型；组织认同； job burnout ； role identification ； person-oriented analysis ； emotional labor strategy profiles ； organizational identification

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摘要 │ 参考文献 (54) │ 被引用文献 (4) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Most studies on emotional labor strategies have adopted a variable-centered analysis rather than a person-oriented analysis. However, some scholars (Chang et al., 2018; Cossette & Hess, 2015; Hülsheger & Schewe, 2011) have contended that exploring emotional labor strategy profiles and their adaptability in real situations by using a person-oriented analysis, which can compensate for deficiencies of variable-centered analysis, has more ecological validity and practical value. Furthermore, some scholars (Chang, 2018; Vansteenkiste et al., 2009; Wang & Hanges, 2011) have demonstrated that rather than a variable-oriented analysis emphasizing the quality or quantity of variables, a person-oriented analysis stresses the quality and quantity of profiles by classifying and comparing profiles from the perspectives of quality and quantity, which can not only determine differences among profiles more meaningfully and systematically but also clarify the key reasons for differences in profiles more distinctly. Moreover, teachers perform emotional labor (Hochschild, 1983; Yin, 2015), and thus, understanding their emotional labor strategies is crucial. Therefore, this study adopted a person-oriented analysis to analyze teachers' emotional labor strategy profiles from the perspective of quality and quantity and their relationships with antecedent variables (organizational identification and role identification) and outcome variables (job emotions, job satisfaction, and job burnout). In accordance with scholars who have used person-oriented analyses (Marsh et al., 2009; Vansteenkiste et al., 2009; Wang & Hanges, 2011), this study inferred that teachers' emotional labor strategy profiles can be classified into four different quality/ quantity profiles: high maladaptive (surface acting) and high adaptive (deep acting/expression of naturally felt emotions) emotional labor strategies belong to the high-quantity group (high surface acting/high deep acting/high expression of naturally felt emotions); low maladaptive (surface acting) and low adaptive (deep acting/expression of naturally felt emotions) emotional labor strategies belong to the low-quantity group (low surface acting/low deep acting/low expression of naturally felt emotions); low maladaptive (surface acting) and high adaptive (deep acting/expression of naturally felt emotions) emotional labor strategies belong to the good-quality group (low surface acting/high deep acting/high expression of naturally felt emotions); and high maladaptive (surface acting) and low adaptive (deep acting/expression of naturally felt emotions) emotional labor strategies belong to the poor-quality group (high surface acting/low deep acting/low expression of naturally felt emotions). Concerning the relationships of emotional labor strategy profiles with organizational and role identification, on the basis of social identity theory (Ashforth & Mael, 1989) and past studies (Demir, 2015; Newman et al., 2016; Uzun, 2018), this study deduced that the organizational identification emphasized in Western society might predict emotional labor strategy profiles. Grounded in domestic Taiwanese research (Hsu & Huang, 2009; Hwang, 2004; Yen & Hwang, 2011) and relevant studies (Brotheridge & Lee, 2002; Hou et al., 2015; Lin & Shao, 2009), this study inferred that the role identification stressed in Eastern culture also predicts emotional labor strategy profiles. Accordingly, organizational and role identification might predict emotional labor strategy profiles. This study investigated the differences in emotional labor strategy profiles on job emotions, job satisfaction, and job burnout from the perspectives of quality and quantity. From the perspective of quantity, based on emotional labor strategy theory (Hochschild, 1983; Diefendorff et al., 2005) and conservation of resources theory (Hobfoll, 1989), emotional labor strategies are workers' emotional regulation strategies for following emotional expression rules at work; thus, the higher the quantity of emotional labor strategies adopted, the more psychological effort is spent on emotional regulation and the more inner resources are lost, which leads to work maladaptation. Specifically, the higher the quantity of emotional labor strategy profiles adopted, the higher the degree of work maladaptation. Accordingly, the adaptive variables (positive emotions and job satisfaction) of the good-quality group might be greater than those of the high-quantity group; those of the poor-quality group might be smaller than those of the low-quantity group; those of the good-quality group might be equal to those of the poor-quality group; those of the good-quality group might be smaller than those of the low-quantity group; those of the poor-quality group might be greater than those of the high-quantity group; and those of the good-quality group might be smaller than those of the low-quantity group. Differences in emotional labor strategy profiles on maladaptive variables (negative emotions and job burnout) produced results that were the direct opposite of the aforementioned results. From the perspective of quality, grounded in the multiple dimensions of emotional labor strategies (Hochschild, 1983; Diefendorff et al., 2005), surface acting is maladaptive (poor quality), and deep acting and expression of naturally felt emotions are adaptive (good quality); thus, adaptive deep acting and expression of naturally felt emotions increase the adaptation of the profiles, whereas surface acting reduces their adaptation. Accordingly, the adaptive variables (positive emotions and job satisfaction) of the good-quality group might be greater than those of the high-quantity group; those of the poor-quality group might be smaller than those of the low-quantity group; those of the high-quantity group might be equal to those of the low-quantity group; those of the good-quality group might be greater than those of the poor-quality group; those of the good-quality group might be greater than those of the low-quantity group; and those of the poor-quality group might be smaller than those of the high-quantity group. Differences in emotional labor strategy profiles on maladaptive variables (negative emotions and job burnout) produced results that were the direct opposite of the aforementioned results. This study explored whether the quality or quantity perspective better explains the difference in emotional labor strategy profiles on job emotions, job satisfaction, and job burnout. In sum, this study adopted a person-oriented analysis from the perspectives of quality (based on multidimensional emotional labor strategies, namely adaptive and maladaptive) and quantity (based on emotional labor strategy theory and conservation of resources theory) to explore teachers' emotional labor strategy profiles and their relationship with organizational identification, role identification, job emotions, job satisfaction, and job burnout. The participants were 970 Taiwanese junior high school teachers (347 men and 623 women). An emotional labor strategy scale, teacher job identification scale, teacher job emotions scale, job satisfaction scale, and job burnout scale were adopted; cluster analyses, discriminant analyses, and analyses of variance were performed. The following results were obtained: (a) cluster analyses of teachers' emotional labor strategy profiles revealed four profiles: a high-quantity group, a low-quantity group, a good-quality group, and a poor-quality group; (b) organizational identification and role identification predicted emotional labor strategy profiles; and (c) generally, the difference in emotional labor strategy profiles on job emotions, job satisfaction, and job burnout demonstrated that the good-quality group was the most adaptive, the poor-quality group was the most maladaptive, and the adaptation of the high- and low-quantity groups was between that of the good- and poor-quality groups. The results supported the perspective of quality; specifically, the emphasis of quality but not the quantity of emotional labor strategy profiles could better explain the difference in emotional labor strategy profiles on job emotions, job satisfaction, and job burnout. The study first adopted a person-oriented analysis from the perspectives of quality and quantity to explore teachers' emotional labor strategy profiles and their relationship with related factors, which not only addressed the limits of past studies that adopted variable-centered analyses but also provided practical suggestions. For example, teachers should pay attention to the quality rather than quantity of such profiles by upgrading their adaptive emotional labor strategies and reducing maladaptive emotional labor strategies simultaneously to promote positive emotions and job satisfaction as well as reduce negative emotions and job burnout. Furthermore, educational authorities can guide teachers in using good-quality emotional labor strategy profiles to adapt to work by developing teacher training courses.

参考文献 ( 54 ) 〈TOP〉

王豫萱, Y.-H.,胡昌亚, C.-Y.(2013)。再探组织认同之本质：2002 ∼ 2012 之研究回顾与前瞻。人力资源管理学报，13(4)，107-137。
连结：
江文慈, W.-T.(2009)。「和颜悦色」与「忍气吞声」的背後：国小教师情绪劳动的心理历程分析。教育心理学报，40(4)，553-575。
连结：
李安明, A.-M.,黄芳铭, F.-M.,吕晶晶, C.-C.(2012)。「国民小学教育人员情绪劳务量表」之发展与编制。测验学刊，59(3)，451-486。
连结：
林少龙, S.-L.,邵诗茹, S.-R.(2009)。角色认同与去人性化之关系：情绪勞动之中介角色。商管科技季刊，10(3)，553-573。
连结：
侯胜宗, S.-T.,樊学良, H.-L.,连婉茜, W.-C.(2015)。真心或矫情？情绪劳务和创新行为之关系。台大管理论丛，25(3)，67-100。
连结：

被引用文献 ( 4 ) 〈TOP〉

黄建翔,连志刚,张育菁,阮宜庭(2022)。工作便利？还是工作压力？教师下班後即时通讯软体公务使用情形与工作倦怠之关系－以教师工作价值观为调节变项。教育心理学报，53(3)，717-743。
(2022)。运用知识翻新社群及电脑支持协作学习促进职前教师之社会情绪能力。教育研究月刊，339，52-70。
(2024)。精神科男性护理人员工作之情绪劳务经验。精神卫生护理杂志，18(3)，22-29。
(2024)。情绪劳务之统合分析研究。教育心理学报，55(4)，847-874。

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