中文摘要：

本研究以Grandey的情绪调节模型为框架,通过问卷调查的方法,探讨正性情绪、负性情绪、情绪劳动以及职业倦怠之间的关系。828名中小学教师的有效数据的回归分析结果显示：基于不同情绪感受的情绪劳动对职业倦怠的影响存在差异;情绪劳动各维度既充当正负情绪均值差距（MN-P）影响职业倦怠各维度的部分中介变量,又充当正负情绪变异系数差距（CVN-P）影响去个性化或个人成就感的部分中介变量;表层行为、深层行为在正负情绪均值差距（MN-P）影响去个性化之间的部分中介效应受到性别的调节。

英文摘要：

To test the relationship among positive affection, negative affection, emotional labor, and burnout, survey is put into operation. Basing on Grandey＇s emotion and middle school teachers shows that positive and negative regulation model, regression analysis over 828 primary affection varies the correlation between emotional labor and burnout. Results further indicate that emotional labor does not only partially mediate the effect of ＂ mean difference between negative affection and positive affection＂ on burnout dimensions, but also partially mediate the effect of ＂coefficient of variation difference between negative affection and positive affection＂ on depersonalization and accomplishment. In addition, as a function of gender, deep acting and surface acting act as moderated mediators, partially mediate the effect of ＂mean difference between negative affection and positive affection＂ on depersonalization.