Primary School Teachers' Family Requirements, Family Work Conflict, Psychological Detachment From Their Cognitive Failure

Cognitive failure is an important research in healthy psychology and organizational psychology.Contrast with effective cognitive operation,cognitive failure is that individuals could have successfully completed the task within the scope of his normal capacity,but the mistake happens and the task cann’t be completed for cognitive factors.By means of literature search,It was found that most studies on cognitive failure was conducted in foreign countries.The study of the cognitive failure in our country is still in its infancy, especially empirical research is less. In the light of the situation and reality, this study discusses the process of how family demand of teacher influences his family-work conflict and leads to individual’s cognitive failure with the fundamental of Conservation of Resources Theory through the method of literature, questionnaire and statistical analysis. This study also talks about how individuals effectively mobilize his own personality resources (psychological detachment) to reduce the negative impact from family domain to job domain.This study randomly chooses 5 middle schools and 4 primary schools from Handan area, Hebei Province and obtains 205 validity questionnaires.SPSS16.0 is used to input data and put on statistical analysis. The differences of teacher’s family demands, family-work conflict, psychological detachment and cognitive failure is tested in the demographic variables by T test and variance analysis.Correlation analysis and regression analysis are used to test hypothesis relationship and verify the default model among family requirements, family-work conflict, psychological detachment and cognitive failure.AMOS17.0 is used to check the structure validity of assessment tools.Results of the study are as follows:1. Teachers’ cognitive failure has a significant difference in age, teaching age, marital status, work overtime, type of school, but the difference is not significant in gender, working hours a day, monthly income.2.Family demand and family-work conflict have positive correlation (r=0.442,p<0.001),family demand has a significant prediction effect on family-work conflict (β=0.390,p<0.001,ΔR2=0.121).3.Family-work conflict and cognitive failure have positive correlation(r=0.518, p<0.01), family-work conflict has a significant prediction effect on cognitive failure (β=0.509, p<0.001, ΔR2=0.205).4.Psychological detachment regulates the relationship between family demand and family-work conflict (β=0.152,p<0.05,ΔR2=0.020)5.Family-work conflict has partly mediation effect on the relationship between family demand and cognitive failure.To sum up, this research focuses on teachers’ cognitive failure such as behavior and memory mistakes in life,discusses the process that teachers’ too much family demand can aggravate family work conflict and the increase of family work conflict further affects individual’s cognitive failure, and in the above process, psychological detachment as a resource recovery way of individual can effectively reduce the negative impact of family to work.At the end of the paper,this study puts forward outlook for future research:first of all, the future of cognitive failure studies should make full use of longitudinal research design and analysis how individual’s cognitive resource changes to influence cognitive failure over time; Secondly, future research can start from the perspective of dialectic and integration to research the combined effect of resources and demands, as well as the interaction of resources and demands in development of the process of cognitive failure.