The Counterfactual Thinking Of Primary School Teachers And Its Relationship With Behavioral Intention

Counterfactual thinking is a unique cognitive activity of human, it has a close relationship with individual mental health. Comprehensive analysis of the existing literature, we find that the researches mainly focus on the subject of children, teenagers and the elderly, but the research about counterfactual thinking of different occupational groups is very few. In recent years, all walks of life have paid more attention to teacher’s mental health, and it has important significance for maintain teachers’ mental health to understand the characteristics of counterfactual thinking of this group and its relationship with behavioral intention. Therefore, in this research we use scenario building method, self-report method and experimental method to discuss primary school teachers’ counterfactual thinking and its relationship with behavioral intention. By investigating and analyzing the outcome of the research, the results are as follows:(1) The total number of counterfactual thinking of primary school teachers in positive and negative event is no significant difference. The number of upward counterfactual thinking in the negative event is more than the positive event, and the number of downward counterfactual thinking in the positive event is more than the negative event.(2) In the same event, the counterfactual thinking type of primary school teachers has significant difference. In the positive event, the downward counterfactual thinking of primary school teachers is significantly more than the upward counterfactual thinking; And the opposite in the negative event.(3) Overall, the primary school teachers in the non-spontaneous situation than spontaneous situation are more likely to generate counterfactual thinking.(4) The scenario building method and self-report method are highly consistent on the research about the influence of event property and produced way of counterfactual thinking on primary school teachers’counterfactual thinking. But in the same property of the event, the two methods are inconsistency on the result of counterfactual thinking type.(5) In negative events, the primary school teachers who use upward counterfactual thinking are faster than downward counterfactual thinking、conventional thinking and no-judgment conditions on the behavioral intention judgment...