职业压力、教学效能感与中小学教师职业倦怠的关系

以199名中小学教师为被试,采用典型相关研究的方法考察了职业压力、教学效能感与教师职业倦怠的关系。结果表明:(1)职业压力将导致中小学教师出现情绪衰竭和人格解体症状,职业压力越大,则职业倦怠的程度就越严重;(2)教师的教学效能感越低,则其情绪衰竭和人格解体的程度也将越严重;(3)教学效能感在职业压力与职业倦怠之间可能具有调节作用,高教学效能感可以改变职业压力的作用,减少"情绪衰竭"和"人格解体"的程度。     

教师集体效能和自我效能对工作压力影响作用的调节--多水平分析研究

通过对28所小学1299名教师的调查结果,作者主要对教师集体效能和自我效能对工作压力与教师工作满意度、内在动机及离职倾向之间关系的调节作用进行了分析。多层分析结果表明：(1)教师工作压力与教师工作满意度和内在动机的关系受教师自我效能高低的调节,教师自我效能高的教师．工作压力所带来的负面影响较小;在考虑了教师自我效能的调节作用后,教师工作压力对教师工作满意度、内在动机和离职倾向的影响存在显著的学校水平的差异。(2)学校水平背景特征一教师集体效能对教师工作压力与内在工作动机和离职倾向之间的关系有显著的调节作用,在集体效能高的学校中的教师,工作压力的负面影响较弱。     

小学教师教学效能感特点研究

本研究以393名小学语文、数学教师为研究对象,以“教师教学效能感量表”为研究工具,探讨了不同教师特征对教师教学效能感的影响.结果发现:(1)教龄与学历两因素交互作用显着.事后分析发现,初高中学历组和中师学历组表现出较相似的教龄特征,即参加工作初期的教学效能感较高,随工作年限增加有所下降,而后又上升;而大专及大专以上学历组,教龄主效应不显着.(2)教师的一般教学效能感显着高于其个人教学效能感.(3)小学教师的教学效能感有着不同于中学教师的特点.     

中学教师职业倦怠状况及影响因素的研究

职业倦怠是职业压力的一种,指在职业环境中,对长期的情绪紧张源和人际关系紧张源的应激反应而表现出的一系列心理、生理综合征.教师是职业倦怠感的高发人群.教师身上表现出的职业倦怠感对学生的成长和发展有巨大的消极影响.以中学教师为被试,采用问卷调查的方法考察教师的职业倦怠状况和影响因素.研究发现中学教师的职业倦怠整体上并不严重;教龄6-10年是教师职业倦怠最严重的阶段;职称是影响教师职业倦怠的重要因素;性别、所在学校是否重点以及是否班主任对教师职业倦怠没有显著影响.     

教师教学效能感：结构与影响因素的研究

为研究区分教师教学效果的一个重要变量──教学效能感,采用教师教学效能量表对３８２名中学教师及其相应的在校大学生进行了测查．因素分析结果表明,教师数学效能感可以分为一般教育效能感和个人教学效能感两个方面,这与班杜拉的自我效能理论和Ａｓｈｔｏｎ的教师教学效能感模型相一致．通过对可能影响教师数学效能感因素的考察发现,教龄因素对教师一般教育效能感和个人教学效能感有不同的影响,随教龄的增加,教师的一般教育效能感呈下降趋势,而个人教学效能感表现出上升的倾向．特别是,在校大学生与已从事教育工作的教师,在教学效能感的两个维度上存在着显著的差异;性别和学历因素对教师教学效能感不存在显著的影响．     

教学效能感与教师工作压力及工作倦怠的关系

采用问卷法对728名中学教师的工作压力、教学效能感对其工作倦怠的影响进行研究,结果发现:工作压力不仅直接导致工作倦怠,还通过影响教师的教学效能感从而导致工作倦怠;教学效能感是工作压力和工作倦怠之间的部分中介.作用路径为:工作压力直接和通过降低一般教学效能感导致情绪衰竭,工作压力直接和通过降低一般教学效能感与个人教学效能感导致人格解体,工作压力通过降低个人教学效能感导致成就感低.     

工作不安全感与幸福感、绩效的关系：自我效能感的作用

旨在探讨工作不安全感对员工工作幸福感和工作绩效(上级评定)的影响,以及一般自我效能感在其中的作用机制。研究采用问卷调查的方法,共收集到513个有效样本。数据分析采用层级回归分析的方法。研究结果发现：⑴工作不安全感对员工工作幸福感和工作绩效都有显著的消极影响;⑵一般自我效能感对工作不安全感与身体健康、心理健康之间关系具有显著的调节作用,但对工作满意度的调节作用不显著;⑶一般自我效能感对不安全感—工作绩效之间关系具有显著的调节作用。这就表明,在当今处于转型期的中国社会里,工作不安全感是影响员工工作幸福感和工作绩效的一个重要压力源,而一般自我效能感可以发挥有效的调节作用     

自尊结构的压力调节作用研究

内隐自尊和外显自尊是自尊的两种不同元素,自尊结构指的是外显自尊和内隐自尊在个体身上的不同结合形式。本研究探讨了自尊结构对个体压力的调节作用。研究发现:个体的高内隐自尊/外显自尊结构表现出对压力性生活事件的调节作用,高外显自尊/低内隐自尊、低外显自尊/高内隐自尊、低外显/内隐自尊个体没有表现出压力的调节效应。研究最后探讨了自尊结构研究的可能发展方向。     

挑战性—阻断性压力(源)与员工心理和行为的关系:自我效能感的调节作用

本研究旨在探讨挑战性-阻断性两类不同性质的压力源与员工心理和行为的关系,重点探讨一般自我效能感的调节作用。研究采用问卷调查方式,以309名飞行签派员为研究对象,数据分析采用层级回归的分析方法。研究结果发现：⑴阻断性压力与工作满意度呈负相关,与离职倾向呈正相关,而挑战性压力与离职倾向呈负相关,与工作满意度的正相关没有达到显著水平;⑵挑战性-阻断性压力与身心紧张都呈正相关;⑶一般自我效能感调节阻断性压力与身心紧张、工作满意度之间的关系,但对离职倾向的调节作用不显著,即在面临阻断性压力时,自我效能感高的员工,其身心健康水平、工作满意度明显高于自我效能感低的员工,而离职倾向没有明显差异;⑷一般自我效能感调节挑战性压力与工作满意度、离职倾向之间的关系,但对身心紧张的调节作用不显著,即对于自我效能感高的员工,挑战性压力会提升其工作满意度,降低其离职倾向,而对自我效能感低的员工则恰恰相反。     

工作压力对中小学教师职业倦怠的影响：情绪劳动和工作满意度的链式中介作用

为探讨中小学教师的工作压力对职业倦怠的影响机制,采用中小学教师职业压力问卷、教师情绪劳动量表、工作满意度量表、教师职业倦怠量表对中小学教师进行调查,共回收有效问卷362份。结果发现,工作压力可以直接影响职业倦怠,也可以通过情绪劳动和工作满意度的链式中介作用影响职业倦怠。本研究揭示了中小学教师工作压力与职业倦怠的关系及其内在机制,研究结果扩展了资源保存理论和工作需求?资源模型,为中小学教师保持良好的工作状态提供了理论参考。     

幼儿教师胜任力和职业压力对职业幸福感的影响:职业认同和职业倦怠的作用

为探索幼儿教师胜任力、职业压力、职业认同以及职业倦怠对职业幸福感的影响机制,选取四川、重庆、西藏、贵州和北京五地幼儿教师326名,用幼儿教师职业幸福感量表、幼儿教师胜任力问卷、幼儿教师工作压力源问卷、幼儿教师职业认同问卷和教师职业倦怠量表进行调查。结果表明：（1）控制学校性质、每月收入、教师教龄和年龄影响后,幼儿教师职业认同是胜任力提升职业幸福感的中介。（2）幼儿教师职业倦怠和职业认同是职业压力降低职业幸福感的中介,具体包括职业倦怠和职业认同的单独中介效应以及职业倦怠--职业认同的链式中介效应三条路径。（3）幼儿教师胜任力缓解职业压力对职业倦怠的影响;职业压力放大胜任力对职业认同的影响。以上研究结果拓展了职业幸福感的JD-R模型,并对提升幼儿教师职业幸福感具有重要价值。     

教师教学效能感和工作倦怠的关系

为探讨教师效能感与其工作倦怠之间的关系,利用教师教学效能感问卷和工作倦怠问卷对247名中学教师进行施测。结果表明（1）教龄长短和婚姻状况对教师的个人教学效能感（p〈O．01）、人格解体（p〈0．01）和成就感降低（p〈o-01）具有显著的影响;（2）教师的一般教育效能感对其工作倦怠的耗竭因素具有显著的预测作用（p〈0．01）;（3）教师的个人教学效能感对其工作倦怠的人格解体（p〈0．01）和成就感降低因素（p〈O．01）具有显著的预测作用。     

压力情境认知评价与工作倦怠的关系

为探讨压力情境认知评价与工作倦怠的关系,选取北京、河南两家公司的303名员工进行了调查。分层结果分析发现,在控制了人口统计学因素之后,挑战评价对玩世不恭存在显著正向预测作用,控制评价对情绪衰竭、玩世不恭和成就感低落存在显著负向预测作用;进一步分析发现,控制评价在情绪中心应对和情绪衰竭、问题中心应对与成就感低落之间按的关系上具有调节作用。结果表明,压力情境认知评价是影响员工工作倦怠的重要因素。     

The Prevalence of Burnout in Occupational Therapists

Burnout is a stress which may affect an health all health professionals. In this paper its process, causes and characteristics in various health professions are outlined. A survey of burnout in Australian occupational therapists was conducted. The results show that occupational therapists working in the psychosocial area have significantly more burnout on the measure of frequency of feelings of personal accomplishment than do those working in paediatric or physical rehabilitation areas. These feelings are related to specific differences in job characteristics. Implications for prevention of burnout are discussed.     

The Job Demands–Resources model: An analysis of additive and joint effects of demands and resources

The present study investigated the additive, synergistic, and moderating effects of job demands and job resources on well-being (burnout and work engagement) and organizational outcomes, as specified by the Job Demands–Resources (JD-R) model. A survey was conducted among two Chinese samples: 625 blue collar workers and 761 health professionals. A series of multi-group structural equation modeling analyses supported the two processes proposed by the JD-R model: (1) the stress process that originates from job demands and leads, via burnout, to negative organizational outcomes (turnover intention and low organization commitment); and (2) the motivational process that originates from job resources and leads, via work engagement, to positive organizational outcomes. In contrast to moderating effects, synergistic effects of job demands and job resources on burnout and work engagement were found in both samples. However, after controlling for additive effects of job demands and job resources, these synergistic effects largely disappeared. In conclusion, the hypothesized additive effects of the JD-R model were found but the evidence for additional synergistic and moderating effects was weak.     

The Relationship Between Burnout and Occupational Stress in Genetic Counselors

Burnout represents a critical disruption in an individual’s relationship with work, resulting in a state of exhaustion in which one’s occupational value and capacity to perform are questioned. Burnout can negatively affect an individual’s personal life, as well as employers in terms of decreased work quality, patient/client satisfaction, and employee retention. Occupational stress is a known contributor to burnout and occurs as a result of employment requirements and factors intrinsic to the work environment. Empirical research examining genetic counselor-specific burnout is limited; however, existing data suggests that genetic counselors are at increased risk for burnout. To investigate the relationship between occupational stress and burnout in genetic counselors, we administered an online survey to members of three genetic counselor professional organizations. Validated measures included the Maslach Burnout Inventory—General Survey (an instrument measuring burnout on three subscales: exhaustion, cynicism, and professional efficacy) and the Occupational Stress Inventory—Revised (an instrument measuring occupational stress on 14 subscales). Of the 353 respondents, more than 40 % had either considered leaving or left their job role due to burnout. Multiple regression analysis yielded significant predictors for burnout risk. The identified sets of predictors account for approximately 59 % of the variance in exhaustion, 58 % of the variance in cynicism, and 43 % of the variance in professional efficacy. Our data confirm that a significant number of genetic counselors experience burnout and that burnout is correlated with specific aspects of occupational stress. Based on these findings, practice and research recommendations are presented.     

The role of goal pursuit in the interaction between psychosocial work environment and occupational well-being

The relation of the core components of the Effort–Reward Imbalance model (ERI; Siegrist, 1996) to goal pursuit was investigated. Goal pursuit was studied through categories of goal contents – competency, progression, well-being, job change, job security, organization, finance, or no work goal – based on the personal work goals of managers (Hyvönen, Feldt, Salmela-Aro, Kinnunen, & Mäkikangas, 2009). The study focused on the contribution of the ERI components (effort, reward, effort–reward imbalance, OVC) to goal contents, as well as on the mediating and moderating effects of goal contents between the ERI components and occupational well-being (burnout, work engagement) among young Finnish managers (N = 747, age range 23–35 years). First, multinomial regressions showed that effort, reward, and effort–reward imbalance contributed to the membership of the goal categories. Secondly, hierarchical GLM (General Linear Model) indicated that the goal categories mediated the relationship between the ERI components and occupational well-being. Effort, reward, and effort–reward imbalance had an indirect effect through goal categories on burnout and work engagement, but overcommitment only on burnout. In addition, the goal categories moderated the relationship between reward and work engagement. Taken together, psychosocial work environment contributes to the contents of personal work goals, which also function as mediators, particularly between the work environment and occupational well-being.     

This is funny: on the beneficial role of self-enhancing and affiliative humour in job design

Building on positive psychology, the present study aims to address the role of humour in the workplace, and particularly in job design, one of the crucial job aspects contributing to employee well-being. Specifically, we examine the main effects of self-enhancing and affiliative types of humour both on burnout and work engagement. Furthermore, we study whether these humour styles serve as personal resources, moderating the associations of job hindrances (i.e., role conflict), job challenges (i.e., workload) and job resources (i.e., social support) with burnout and work engagement, as outlined in the Job Demands-Resources model. Results in a large sample of Belgian employees ( N = 1200) showed that both types of humour related negatively to burnout and positively to work engagement. No interactions between humour and the job characteristics were found in the prediction of burnout. The significant interactions in predicting work engagement showed that self-enhancing and affiliative humour played a positive role, particularly when role conflict and social support were low. No interactions with workload were found. The discussion aims to shed light on the unexpected results and to further the study of the humour-health hypothesis.     

幼儿教师心理资本、职业压力与工作绩效:应对方式的中介作用

为探索幼儿教师心理资本、职业压力和应对方式对工作绩效的影响,选取成渝两地幼儿教师共328名,用教师心理资本问卷(TPCQ)、幼儿教师工作压力源问卷(KTOSQ)、简易应对方式量表(SSWC)、教师工作绩效量表(TJPS)进行调查。结果表明:(1)控制学校性质、每月收入、教师教龄和年龄影响后,幼儿教师心理资本对工作绩效有显著积极影响,职业压力对工作绩效有显著消极影响。(2)幼儿教师积极应对部分中介心理资本对工作绩效的影响,消极应对部分中介职业压力对工作绩效的影响。以上研究结果对保护和提升幼儿教师工作绩效具有重要价值。     

岗位特征及相关因素对辅导员工作倦怠的影响

本研究旨在探讨岗位特征及相关因素对高校辅导员工作倦怠的影响。在高校辅导员培训课堂上共收取有效数据342份。结果表明：⑴岗位特征包括职业价值感、职业无意义感、岗位消极特征和岗位积极特征四个因子;⑵希望和职业价值感能显著正向预测,角色压力能显著负向预测工作倦怠;⑶角色压力在职业无意义感、岗位消极特征、社会支持对工作倦怠的影响中起完全中介作用,而在职业价值感、希望对工作倦怠的影响中起部分中介作用。本研究初步发现了岗位特征及相关因素对辅导员工作倦怠的作用路径。