教师工作压力与职业枯竭的关系：职业承诺的调节效应

应用工作压力、职业枯竭和职业承诺问卷对中小学教师2114人进行调查,主要探讨职业承诺对工作压力与职业枯竭关系的调节效应。结果发现：工作压力与职业枯竭的情绪衰竭、非人性化、认知枯竭具有显著正相关,情感承诺、规范承诺与职业枯竭具有显著负相关;教师职业承诺以及所包括的情感承诺、留职承诺、规范承诺对工作压力与职业枯竭关系具有负向调节效应;不同教龄段教师在职业枯竭不同方面存在差异。     

中小学教师的工作倦怠与其相关因素的关系研究

本研究旨在探讨中小学教师的工作倦怠与其职业压力应对策略、教学效能感和社会支持的关系。用教师工作倦怠问卷、职业压力应对策略调查表、教学效能感量表和社会支持评定量表对766名中小学教师进行了问卷调查。结果发现：（1）中小学教师的工作倦怠与其职业压力应对策略、教学效能感和社会支持之间存在显著的相关关系;（2）教师的主动应对、被动应对、教学效能感和社会支持分别对教师的整体工作倦怠感及其情绪衰竭、非人性化和低成就感等维度具有显著的预测作用。     

胜任力对农村小学校长工作满意度的影响:领导效能与职业认同的中介作用

本研究基于综合激励理论考察了领导效能和职业认同在胜任力与农村小学校长工作满意度关系中的链式中介效应,使用胜任力量表、领导效能量表、职业认同量表和工作满意度量表对随机抽取的269名农村小学校长进行调查。研究显示：（1）胜任力、领导效能、职业认同与工作满意度这四个变量均两两显著正相关;（2）胜任力、领导效能、职业认同均显著正向预测农村小学校长工作满意度,胜任力、领导效能会正向预测职业认同,胜任力会正向预测领导效能;（3）领导效能中介了胜任力与农村小学校长工作满意度之间的关系;（4）职业认同中介了领导效能与农村小学校长工作满意度之间的关系。因此,领导效能和职业认同在胜任力与农村小学校长工作满意度之间起链式中介作用。     

胜任力和应对策略对教师职业压力的影响

采用中学教师胜任力问卷、教师职业压力应对问卷和职业压力量表对262名中学教师进行测查,并通过结构方程模型考察应对策略在胜任力和职业压力之间的中介作用。结果表明:(1)主科教师和理科教师的职业压力显著高于副科教师的职业压力;(2)应对策略是胜任力抑制职业压力的有效中介变量;(3)积极应对和消极应对的完全中介效应是不同的,前者小于后者。     

中学教师应对方式、教学效能感与职业倦怠关系研究

目的:探讨中学教师应对方式、教学效能感与职业倦怠的关系.方法:运用应对方式问卷、教学效能感量表和教师职业倦怠问卷(MBI)对河南省724名中学教师进行调查.结果:1.中学教师职业倦怠现象不严重,女教师情感枯竭水平高于男教师,差异极其显著(p<0.01);2.中学教师的应对方式、教学效能感和职业倦怠有显著的相关;3.应对方式、教学效能感与职业倦怠维度存在显著的线性关系(p<0.01).结论:中学教师职业倦怠现象并不严重,成就感较高,女教师情感枯竭水平高于男教师;应对方式和教学效能感对职业倦怠有很好的预测作用.     

公费教育政策满意度对师范生教师职业认同的影响—社会认知因素的影响

采用问卷法,以839名公费师范生为研究对象,探究公费师范生政策满意度对师范生教师职业认同的影响,考察公费教育政策满意度、职业决策自我效能感、职业结果预期以及教师职业认同的关系。结果发现：（1）公费教育政策满意度显著正向预测教师职业认同;（2）职业决策自我效能感和职业结果预期在政策满意度和教师职业认同的关系中起中介作用,完全中介支持性政策满意度与教师职业认同的关系,部分中介限制性政策满意度与教师职业认同的关系。本研究通过社会认知职业理论解释了公费教育政策满意度与教师职业认同的关系路径,为提升公费师范生的教师职业认同提供了参考和借鉴。     

全纳教育教师职业使命感对工作幸福感的影响：自我效能感的中介效应

为探讨全纳教育教师职业使命感对工作幸福感的影响机制,采用整群抽样方法选取京津冀地区的全纳教育教师共378名为被试,使用职业使命感量表、自我效能感量表和工作幸福感量表进行问卷调查。研究发现：（1）职业使命感、自我效能感和工作幸福感之间均呈显著正相关;（2）职业使命感对工作幸福感有显著的正向影响;（3）全纳教育教师的自我效能感在职业使命感对工作幸福感的影响中起部分中介作用。研究表明,积极塑造全纳教育教师的职业使命感,提升自我效能感,可以有效提升全纳教育教师的工作幸福体验。     

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。     

教师职业认同与情感承诺的关系：工作满意度的中介作用

基于社会认同理论,采用教师职业认同量表、工作满意度量表和情感承诺问卷对234名中学教师进行调查,考察教师职业认同与情感承诺的关系,以及工作满意度在这一关系中的中介作用。结果表明：（1）职业认同、工作满意度和情感承诺均呈显著正相关;（2）职业认同可以正向显著地直接预测情感承诺,同时又通过工作满意度的中介作用对情感承诺产生间接的预测作用。     

中小学教师职业人格与主观幸福感的关系:工作投入的中介作用

采用问卷调查法,以692名中小学教师作为被试,探讨教师职业人格和主观幸福感的关系及其机制。结果发现：（1）专家型教师在职业人格得分上显著高于新手、熟手型教师,体现出与教师职业更匹配、更具适应性的人格特点;（2）职业人格与主观幸福感正相关显著,职业人格可通过影响工作投入程度进而影响主观幸福感,工作投入在二者之间起部分中介作用;（3）新手、熟手和专家型教师职业人格影响主观幸福感的作用机制存在差异：新手职业人格直接影响主观幸福感,熟手大部分通过工作投入影响主观幸福感,而专家完全通过工作投入影响主观幸福感。研究表明,教师职业人格可通过提高工作投入程度,进而提升其主观幸福感。     

应对效能：问卷的编制及理论模型的建构

对应对效能的测量研究抽取了1806名高校大学生样本,另对某戒毒机构中30人的吸毒特殊人群进行了比较研究。结构方程建模的验证性研究证实了应对效能的存在及其重要作用：应对效能区别于一般自我效能,在对躯体症状、抑郁和焦虑的作用中,以及对严重突发性事件如对可能出现的SARS的应激反应的作用中,发挥更重要的作用;应对效能发挥作用的机制表明它是一个独立的更为稳定的变量。根据应对效能的理论假设编制的量表有良好的信度与效度。其克伦巴赫α系数为0.86,分半信度0.79,相隔两个月63个被试的重测信度为0.71。探索性因素分析和验证性因素分析揭示应对效能主要由三个因素构成,即自信程度、认知水平、胜任力的知觉。问卷的聚合效度与区分效度也比较满意。30个人的吸毒者与一般正常人的比较提供了实证效度的证据,应对效能能够有效区分吸毒人群与一般正常人群。以全国大学生的样本,建立了应对效能量表的常模。     

Fathers' parenting hassles and coping: associations with emotional expressiveness and their sons' socioemotional competence

The present study examined fathers' daily parenting hassles and coping strategies to (a) determine their association with fathers' emotional expressiveness and (b) predict their sons' development of socioemotional competence. Fathers of 148 preschool‐aged boys reported on their parenting hassles, coping strategies, and emotional expressiveness; mothers also reported on fathers' emotional expressiveness; and teachers reported on boys' socioemotional competence. Parenting hassles were associated with less rational, more emotional, and more avoidance coping as well as negative emotional expressiveness. More emotional and less rational coping responses were related to more negative expressiveness, whereas more rational, more emotional, and less coping were related to more positive expressiveness. Fathers' negative expressiveness was predictive of their sons being rated as more aggressive and disruptive by their teachers. In addition, fathers' parenting hassles and coping both predicted teacher ratings of their sons' aggressiveness. Implications of the findings are discussed. Copyright © 2007 John Wiley & Sons, Ltd.     

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。     

Profiles of middle school teacher stress and coping: Concurrent and prospective correlates

This study examined the stress and coping patterns of middle school teachers. A final teacher sample of 102 and student sample of 1450 agreed to participate in the study. We conducted a latent profile analysis of the teachers' self-reported levels of stress and coping at the beginning of the school year and used the resulting profiles to predict teacher practices and student outcomes over time. Nearly all teachers were characterized by high stress and high coping (66%) or high stress and low coping (28%). Based on concurrent ratings and observations, the High Stress/Low Coping profile had higher burnout and lower self-efficacy, higher rates of observed reprimands, and higher student-reported depression in comparison to the other classes. The most adaptive profile, Low Stress/High Coping (6% of sample), had lower burnout, greater parent involvement and higher student prosocial skills in comparison to the other groups. Profiles also predicted the maintenance of most of these effects and the increase of some effects over the school year. Examining stress and coping in combination can inform efforts to improve teacher well-being and have a positive influence on student learning environments.     

Transdiagnostische Fertigkeiten in Abhängigkeit vom Behandlungssetting

Transdiagnostic skills (e.g. skills such as emotion regulation or social competence) are an important part of psychotherapy in outpatient as well as inpatient settings. To date there are no studies that answer the question whether both patient groups are comparable regarding several skills or if they differ. In the present study 102 outpatients were compared to 183 inpatients in 7 different skills. The difference between the two groups was smaller than a priori assumed. At the beginning of treatment inpatients had a lower ability to manage stress (mainly in the management of exhaustion). This could be interpreted as an indication that inpatients have more difficulties in coping with daily hassles which leads to greater exhaustion. To conclude, the improvement of skills should attract interest in both settings. Furthermore, a special focus on interventions to decrease deficits in stress management should be considered for in-patient treatment.     

Work stress and employee well‐being: The critical role of Zhong‐Yong

In the pursuit of well‐being at work, work stress is always an inescapable challenge. However, existing research shows that the relationships between work stress and employee outcomes are inconsistent, which indicates that the concept of work stress needs further investigation. Moreover, Zhong‐Yong serves as a cognitive strategy to coping with stress as well as being a pivotal life wisdom and practical rationality. Using a questionnaire survey, this study explores the relationship between work stress, employee well‐being, and Zhong‐Yong beliefs. The work stress was classified into challenge‐ and hindrance‐related stress while emotional exhaustion and job satisfaction were used as well‐being indicators. Using a sample of 394 employees from private enterprises in Taiwan as subjects, the results show that (1) hindrance‐related stress is destructive to employee well‐being; (2) challenge‐related stress is positively associated with emotional exhaustion but has no significant relation with job satisfaction; (3) Zhong‐Yong beliefs mitigate the harm from hindrance‐related stress on employee well‐being; and (4) Zhong‐Yong beliefs weaken the negative effects of challenge‐related stress on emotional exhaustion, and transform challenge‐related stress into eustress for job satisfaction.     

流动儿童压力应对方式与抑郁感、社交焦虑的关系:一项追踪研究

为了探讨流动儿童压力应对方式与抑郁感、社交焦虑的变化特点及其动态关系,本研究通过整群抽样法从5所北京市公立学校和1所打工子弟学校选取1164名流动儿童,采用问卷调查的形式对其进行为期一年的追踪测查,追踪时回收有效数据680份.对前、后测均参加调查的680名被试的数据进行分析,结果发现:(1)经过一年的城市适应,流动儿童整体的积极应对增多,消极应对减少,抑郁感下降,但社交焦虑水平无明显变化;(2)流动儿童个体在压力应对、抑郁感、社交焦虑的发展上均表现出两极分化的现象,年龄越小、来京时间越短、低年级及女生流动儿童群体的发展趋势更为良好;(3)流动儿童压力应对方式与抑郁感、社交焦虑间存在相互作用的动态关系,前测压力应对方式、抑郁感、社交焦虑均能显著预测后测相应变量的水平,前后测压力应对方式对抑郁感、社交焦虑均有即时预测作用,而前测抑郁感和社交焦虑对后测压力应对方式有不同的延时性影响.     

Relationships between Teachers' Occupational Stress and Their Burnout and Distress: Roles of Coping and Negative Mood Regulation Expectancies

Teaching school is a highly stressful occupation. Consequences of this stress are burnout, physical and emotional distress, and choosing to leave the profession. Research on teacher stress and burnout has largely focused on environmental and contextual factors while ignoring personality characteristics of teachers that may have an impact on relationships between job stress and its consequences. The current study has a cross-sectional self-report design, focusing on teachers' negative mood regulation (NMR) expectancies as predictors of their coping, burnout and distress, in response to occupational stress. NMR expectancies are people's beliefs that they can control the negative moods they experience. Participants were 86 primary and secondary school teachers, who filled out questionnaire measures of teacher stress, NMR expectancies, coping, burnout, and distress. Simultaneous regression analyses showed that higher stress on the job did indeed predict greater burnout and distress. Additionally, stronger NMR expectancies predicted more active coping. NMR expectancies also predicted less burnout and distress, independent of stress level and coping. Believing one could control one's negative moods was associated with more adaptive outcomes for teachers. Results argue for the value of examining individual difference variables in research on occupational stress, in particular negative mood regulation expectancies.     

Salesperson Burnout: A Test of the Coping-Mediational Model of Social Support

Salesperson burnout continues to be a major concern among sales organizations. In this work, the authors examine whether certain coping strategies mediate the impact of sales manager support on salesperson burnout; as suggested by Thoits’s (1986) Coping-Mediational Model. More specifcally, this work investigates if problem-focused coping and emotion-focused coping mediate the impact of sales manager support on feelings of emotional exhaustion in a feld sales setting. Study fndings indicate that positive sales manager support has a signifcant negative direct effect on salespersons’ emotional exhaustion. Findings also support the assertion that sales manager support encourages salespersons’ use of problem-focused coping strategies that, in turn, further reduce emotional exhaustion. In contrast, sales manager support does not signifcantly infuence salespersons’ use of emotion-focused coping; however, emotion-focused coping does signifcantly increase emotional exhaustion.