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1.
The aim of the present study was to investigate the relationship between socially prescribed perfectionism, goal adjustment, and academic burnout. A total of 279 undergraduate students completed an online survey. Structural equation modeling was conducted to examine the mediating effect of goal adjustment on the relationship between socially prescribed perfectionism and academic burnout. The results showed that socially prescribed perfectionism was unrelated to goal disengagement; however, goal reengagement mediated the positive relationship between socially prescribed perfectionism and academic burnout. In other words, higher levels of socially prescribed perfectionism predicted lower levels of goal reengagement; conversely, lower levels of goal reengagement predicted higher levels of academic burnout. The implications of these findings and the limitations of the present study are discussed. 相似文献
2.
This study examined the relationship between coping strategies, dispositional optimism, academic burnout and academic performance using structural equation modelling. Data were collected from a sample of 532 Spanish undergraduate students. Participants completed a battery of questionnaires including the LOT-R to assess optimism, CSI for the measurement of coping (adaptive and maladaptive coping strategies), and MBI-SS to evaluate academic burnout (exhaustion, cynicism, and efficacy). Academic performance was evaluated by the grade point average (GPA). The results showed that academic burnout was directly and positively associated with maladaptive coping but directly and negatively explained by adaptive coping. In addition, emotional exhaustion was significantly and negatively predicted by optimism. Finally, academic performance was significantly predicted by academic burnout. In conclusion, the findings suggest that both adaptive coping and optimism help to prevent academic burnout and, therefore, positively affect academic performance. Implications for intervention and future research are discussed. 相似文献
3.
以186名职业院校教师为被试,采用本土心理资本量表和倦怠问卷对其心理资本与职业倦怠的关系进行研究。结果发现:(1)职业院校教师的心理资本水平比较高,人际型心理资本高于事务型心理资本;(2)职业倦怠现象在职业院校教师群体中普遍存在,但倦怠程度并不严重,其中耗竭维度高于解离维度;(3)职业院校教师的心理资本与职业倦怠呈显著负相关,奋发进取及自信勇敢对解离有负向预测作用,乐观希望及奋发进取对耗竭有负向预测作用。 相似文献
4.
The present study explored variation in individual personality characteristics, termed “hardiness,” among female elementary teachers who had differing levels of burnout despite high levels of occupational stress. One hundred thirty-four female elementary teachers completed the Teaching Events Stress Inventory, the Maslach Burnout Inventory, The Allienation Test, and the Internal-External Control Scale. Data also were collected on demographic variables, incidence of stress-related physical and mental illness, and coping activities. Teachers with high stress and low burnout were less alienated than were teachers with high stress and high burnout. The low burnout teachers chose more active types of coping activities than did the high burnout teachers. Incidence of stress-related physical illness was significantly correlated with level of stress, emotional exhaustion (burnout), and alienation. Implications for future research and school district interventions are discussed. 相似文献
5.
The purpose of the current study is to examine the relative contributions of individual difference, work environment and coping factors to teacher burnout in an integrative predictive model. The study is situated in the Irish context, where no previous such research has been carried out. A cross-sectional survey-based study with a sample of 192 second level teachers was conducted. Results suggest that individual difference, environmental and coping factors to a lesser extent play a significant role in predicting burnout. Each dimension was predicted by varied combinations of these factors, suggesting the need for a broad-based approach to tackling burnout. 相似文献
6.
Michelle M. Cumming Stephen W. Smith Kristen O'Brien 《Psychology in the schools》2019,56(9):1359-1380
Despite school‐based services, adolescents with maladaptive behavior experience negative outcomes, highlighting the need for insight into factors that contribute to and escalate behavior problems during middle school—a high‐risk period. We examined how perceived school stress, stress regulation (engagement/disengagement coping, involuntary responses), and executive function of 79 middle schoolers with and without significant behavior problems were related to internalizing and externalizing behaviors. Results showed students with significant behavior problems (a) had lower executive function abilities and higher peer stress, (b) used less engagement coping, and (c) reported more maladaptive behaviors than typical peers. For all students, school‐based stress positively predicted behavior problems and use of stress regulation techniques, with group moderating effects. Involuntary responses to stress positively predicted maladaptive behaviors, whereas engagement/disengagement coping predicted internalizing behaviors only. As a mediator, engagement coping decreased the relationship between perceived stress and behavior problems. Based on these findings, we highlight important prevention and intervention areas. 相似文献
7.
采用工作压力问卷、特质应对方式问卷和职业倦怠问卷对乐山市旅游景区星级酒店的98名一线服务人员进行调查研究,以考查三者的关系,以及特质应对方式在工作压力和职业倦怠间的调节作用.研究表明：（1）酒店一线服务人员的工作压力处于中等水平;习惯采用积极应对的方式;（2）职业倦怠与工作压力、消极应对呈正相关（r分别为0.72、0.66）,与积极应对呈负相关（r=-0.33）;工作压力与积极应对呈负相关（r=-0.33）,与消极应对呈正相关（r=0.50）;（3）分层线性回归分析表明工作压力对职业倦怠有正向预测作用,两种应对方式在工作压力与职业倦怠间的调节作用显著.结论：对于旅游酒店一线服务人员,应该多采用积极的应对策略来缓解工作压力所致的职业倦怠. 相似文献
8.
This study examined the role of teachers’ personal characteristics and mental health status on their frequency ratings of student problem behaviour. A sample of 121 primary school teachers were asked to rate the frequency of a student’s behavioural problems, and to self-report their personality traits, psychopathology symptoms and burnout. Overall, the results revealed that teachers’ ratings were significantly predicted by their psychopathology symptoms and to a lesser extent by their personality traits and burnout levels. Student and teacher demographic characteristics were also predictive of teacher ratings. Since teachers are among the primary informants of students’ mental health, the results of this study pose the need to take into consideration teachers’ individual characteristics, when their ratings are critically evaluated during a student’s referral process. 相似文献
9.
通过对29所高中阶段学校763名教师的问卷调查,探讨了教师个体水平变量和集体水平变量对教师职业枯竭的预测作用.多层分析结果表明:(1)教师教学效能、应对效能和工作压力分别对职业枯竭具有显著预测作用,且存在学校间差异;(2)学校水平的集体效能变量能显著正向预期工作压力与情绪衰竭、工作压力与非人性化、应对效能和知识枯竭以及应对效能与个人成就感之间的关系. 相似文献
10.
The main objectives of the present research were to test a conceptual model linking motivational processes involved in coping with the stress of university assessment, and to examine gender differences in these processes. Self-determined motivation was hypothesized to predict coping strategies and the response to assessment-related stress, and coping was hypothesized to play a considerable role in short- and long-term outcomes of assessment. We examined this model using multiple group path analysis. In Study 1 (N = 265), music students’ use of engagement-coping strategies led to stronger musical career intentions, while disengagement-coping strategies led to weaker intentions. In Study 2 (N = 340), students’ increased use of engagement coping, and decreased use of disengagement coping strategies led to higher grades, higher positive affect and lower negative affect. In both studies, engagement and disengagement-coping were predicted by autonomous and controlled motivation, respectively. Motivation also indirectly predicted academic outcomes through stress appraisal and coping. While women experienced higher levels of stress, men were more negatively affected by the use of disengagement-oriented coping. Gender differences were also found on the links between engagement-oriented coping and outcomes. These results fill an important gap in the literature regarding gender differences in the outcomes coping in education, as well as contributing to a better understanding of the processes linking motivation, coping and academic outcomes. 相似文献
11.
This article considers implications for partnership working across the Special Educational Needs and Disabilities (SEND) system in England, at a time when a long-overdue SEND Review is imminent and the SEND Code of Practice 2015 is awaiting a significant overhaul. It highlights the role local policy actors occupy within this system, as the progression of the Covid-19 pandemic moves SEND partnerships towards a ‘new normal’ and there is heightened concern about missed opportunities for reform and renewal. Previously published findings from an online questionnaire (n = 100) undertaken by the Special Educational Needs Policy Research Forum provided insight into how school staff had been supported in the teaching of pupils with SEND during periods of school closures and what lessons had been learned. The present article offers a thematic analysis of the narrative responses provided in addition to the closed survey questions. The analysis generated six statements that can be understood as lessons learned from the pandemic for partnership working, drawing on the experiences of parents, school staff, and advising professionals working in local authorities. 相似文献
12.
西北民族地区中学生生活事件和应对方式对学习倦怠的影响 总被引：1，自引：0，他引：1
采用青少年生活事件量表、应对方式问卷、学习倦怠量表对西北少数民族地区1300名中学生进行调查,探讨少数民族地区中学生生活事件和应对方式对学习倦怠的影响及其机制。研究结果表明,西北少数民族地区中学生的学习倦怠处于较低的水平,学习压力对学习倦怠有非常显著的预测作用,自责对学习倦怠的解释量最大,生活事件不仅直接作用于学习倦怠,同时还通过应对方式对学习倦怠产生影响,模型拟合度较好。研究还就如何改善学生的学习倦怠提出了对策,如应减轻中学生课业负担、加强对中学生应对方式的训练等。 相似文献
13.
There is little research addressing teachers' beliefs and judgements concerning students with identified Special Educational Needs and/or Disabilities (SEND), a group which is regularly cited as experiencing disadvantages in their schooling compared to peers. This paper draws on research which examined the beliefs and judgements of a set of arts teachers in an English secondary school regarding their students with SEND. Data were collected using observation, semi-structured and stimulated recall interviews. Phenomenological analysis uncovered patterns of tension in these beliefs and judgements. Teachers were able to consider some of the interactions between their students' individual characteristics and the classroom environment, and the ways these might give rise to certain educational needs; they also believed their subjects were singularly inclusive in providing for diverse needs. Nonetheless, traditional systems of educational assessment significantly affected what is judged ‘successful’ learning, which teachers tended to negatively associate with SEND. We conclude that deficit thinking about the educational capacities of students with SEND underlies teachers' judgements. Nevertheless, teachers do believe there are many ways for students to participate meaningfully, articulate and demonstrate understanding in arts subjects, which have the potential to challenge traditional notions of ‘success’. 相似文献
14.
Adeela Ahmed Shafi 《Journal of Education for Students Placed at Risk》2013,18(4):323-345
AbstractThis study explored the nature of disengagement in young people serving custodial sentences. This was in order to gain new theoretical insights into strategies for their reengagement with education. This is because 90% of young offenders who drop out of school prior to incarceration are reportedly disengaged (dropout being an indicator of disengagement). This paper reports on a qualitative ethnographic case study in one secure children’s home in England. Semi-structured interviews with 16 incarcerated young people were conducted from which five participated in in-depth case studies along with teachers and care staff. Data were collected as participants engaged with a learning opportunity over a period of time. Extending emerging theory of disengagement, findings showed that disengagement oscillated between both active and passive forms within the same individual and pointed to the need for a range of strategies needed for reengagement. This paper suggests that disengagement is complex where the physical and social context shapes how disengagement manifests. This has pedagogical implications for education in custodial settings and other at-risk children in alternative or mainstream education provision. 相似文献
15.
This article examines the personal and professional attributes of school leaders in relation to special educational needs and disability (SEND) and assesses the extent to which these might be sufficient to give such professionals the confidence necessary to be role models for their staff. Data were collected via a survey of a randomly selected set of Australian school leaders, in both special and mainstream schools. This included principals from all sectors of the Australian school system. The study was based on the premise that school principals place as much importance on the need to be instructional leaders as they do on being managers. The study was informed by an assumption that in order to be successful as a school leader in respect of SEND, a school principal requires a deep pedagogical knowledge and a clear understanding of children's developmental milestones. The study found that school leaders expressed a need to develop further understanding of how to differentiate the taught curriculum in order to identify and support school‐wide quality teaching and learning processes for students with SEND. 相似文献
16.
Staff providing support to children with disabilities in residential disability centres in Oman are exposed to stressful work environments which may put them at an increased risk of burnout. Previous research has examined predictors of stress in disability support staff, but there is little consensus as the findings are inconclusive. Using a cross‐sectional design, a short survey examined religious coping styles, meaning and inner sense of peace, attitude to meaning in life, organisational religiousness practices and stress of 142 female disability support staff from community disability centres in Oman. Multiple regression analyses indicated that positive religious coping was more predictive of stress than negative religious coping. There was an association between meaning‐making and stress in disability support staff. Religious organisation explained most of the variance in stress scores and was the best predictor of stress in disability support staff. Implications of the study are discussed in relation to the role of both culture and religion. 相似文献
17.
Why ‘science for all’ is only an aspiration: staff views of science for learners with Special Educational Needs and Disabilities 
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下载免费PDF全文 Jane Essex 《Support for Learning》2018,33(1):52-72
Teacher and support staff perceptions of science learning, and specifically engagement with science outreach, by pupils with Special Educational Needs and Disabilities (SEND) were ascertained through questionnaires. The responses indicated that science is seen as serving distinctive learning purposes when undertaken by learners with SEND. Staff who accompanied SEND pupils to science outreach events expressed more positive views about separate outreach events for SEND pupils than other respondents, in line with current policy expectations of differentiated classroom practice. The desire for different provision for SEND learners also appeared to be associated with the staffs’ pastoral concerns about their pupils and their reluctance to let their pupils ‘fail’. The data suggests that, despite policy and legislative reform in the UK, curriculum science is still viewed primarily as a means to career progression for an able minority, rather than as an educational and cultural entitlement for all. 相似文献
18.
OBJECTIVE: The aim of the current study was to determine whether a prior history of child sexual abuse increased the likelihood of using disengagement methods of coping with a sexual assault that had occurred within the past year. Once this was established, a mediational model was tested in which it was hypothesized that specific traumagenic dynamics and changed world views would mediate the association between child and/or adolescent sexual abuse and increased use of disengagement coping methods in response to a recent sexual assault. METHOD: One thousand and fifty women undergraduates from a New England state university completed a survey for research credit. Respondents were asked detailed questions regarding experiences of sexual assault within the past year, histories of child and/or adolescent sexual abuse, traumagenic dynamics, and world assumptions. Analyses were based on 106 participants who had experienced a sexual assault within the past year. RESULTS: Sexually assaulted young women with a history of child sexual abuse used more disengagement methods of coping to deal with the adult sexual assault than women without this history. In addition, the relationship between prior sexual abuse and the use of disengagement coping strategies was mediated by feelings of stigma, but not by feelings of betrayal and powerlessness or beliefs in the meaningfulness and benevolence of the world. CONCLUSIONS: This is the first study to find that sexually revictimized young women may be particularly at-risk of relying on disengagement methods of coping with sexual assault. Furthermore, this association is mediated by feelings of shame or stigma. Directions for further research and clinical implications are discussed. 相似文献
19.
Ratika Malkani 《Support for Learning》2021,36(2):238-257
This paper reports research commissioned by an English City Council. Its aim was to gather data to identify and prioritise the council’s efforts to develop, co-ordinate and monitor services and support for young people with SEND in the city as they move into their adult lives. This included the four areas identified by the English government in the SEND Code of Practice, these being: employment, community inclusion, health and independent living. The study used qualitative and quantitative research methods including semi-structured interviews and questionnaires to investigate the experiences of students, teachers, National Health Service staff and social workers in identifying processes and structures that support or hinder the transition process as children prepare for adulthood. As such the study gathered generic data to indicate the expectations, needs, aspirations and views of young persons between the ages of 14 and 22 with regards to employment, education, community inclusion and health. An interpretation of data from the research illustrated the effectiveness of the support structures that are in place to help with planning and delivery of the strategic direction for services supporting children and young people with SEND as they become adults. 相似文献
20.
Katie B. Howard 《Support for Learning》2023,38(3):154-161
Due to misconceptions about the challenges of language learning, foreign languages classrooms have not always been accessible spaces for all learners. This article seeks to address the needs of students with special educational needs and/or disabilities (SEND) in the foreign languages classroom and challenge the notion that this group of students cannot or should not learn languages. Current research tends to focus on specific learning difficulties in language learning, but little research considers the language learning experiences of children with SEND more broadly. Accordingly, this article delineates the advantages of language learning for learners with SEND, drawing on emerging research that shows that second language acquisition is not only possible but positive for many learners with additional needs. It then considers some of the specific challenges that SEND learners may face in the foreign languages classroom before outlining key strategies to facilitate inclusion among this diverse group of learners.
Key points
- Learners with special educational needs and/or disabilities (SEND) should not routinely be removed from the foreign languages classroom, but instead should be provided with opportunities to thrive within it. This article discusses the unique importance of foreign language learning for learners with SEND.
- Research evidence suggests that learning new languages is, on the whole, possible—and perhaps hugely beneficial—for children with developmental differences and learning difficulties, but will depend on the circumstances and profile of the individual child.
- The article explores some specific challenges that students with different additional needs might encounter in their foreign languages education, based on the four areas of need outlined in the SEND Code of Practice: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory or physical needs.
- To conclude, the article presents a range of key strategies that foreign languages teachers might implement in the classroom to support learners with different special educational needs and disabilities.