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为探索心理资本在情绪劳动对情绪倦怠影响中的调节效应,本研究采用情绪劳动问卷、工作倦怠量表的情绪倦怠分量表、心理资本问卷对344名特殊教育教师进行调查。结果表明：(1)总体而言,特殊教育教师情绪倦怠处于中等水平,其中男教师的倦怠水平显著高于女教师;(2)特殊教育教师表层扮演正向预测情绪倦怠,深层扮演负向预测情绪倦怠;(3)特殊教育教师心理资本在表层扮演和深层扮演对情绪倦怠的影响中均发挥调节作用。具体而言,在低心理资本水平下,表层扮演显著正向预测情绪倦怠,而深层扮演对情绪倦怠没有显著的预测作用;在高心理资本水平下,深层扮演显著负向预测情绪倦怠,而表层扮演对情绪倦怠没有显著的预测作用。研究结果揭示了情绪劳动对特殊教育教师情绪倦怠的影响及其边界条件,为预防与干预特殊教育教师情绪倦怠提供了实证参考。 相似文献
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以中学教师为研究对象,通过情感劳动量表、情绪耗竭量表和自编成就感量表对来自十五省市的初中和高中教师进行调查,研究发现：不同学校性质、不同学历水平和不同身份的教师的情绪劳动存在显著差异;三种情绪劳动策略均能显著预测教师的情绪衰竭,其中,表层行为正向预测情绪耗竭,深层行为和自然行为负向预测情绪耗竭;成就感在表层行为与情绪耗竭之间和在自然行为与情绪耗竭之间存在显著的调节作用,而在深层行为与情绪耗竭之间的调节作用则不明显。基于此,未来教师考核应建立多元评价体系、教师培训体系应加入情绪管理策略相关内容、相关部门应着力提高教师社会地位待遇以提升教师的职业成就感。 相似文献
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《华东师范大学学报(教育科学版)》2019,(6):109-122
情绪劳动是一把"双刃剑"。在早期的研究中,学者们大多关注的是情绪劳动的负面影响,如由情绪劳动带来的工作压力、工作倦怠以及对身心健康的影响等。但在随后的研究中,情绪劳动的积极影响得到关注,如情绪劳动可提高员工的经济收入、自我成就感的实现等。本研究利用1040名各类幼儿园教师样本,探究幼儿园教师这一特殊职业群体的情绪劳动状况。研究结果表明:(1)幼儿教师"很少"进行表层表现,"有时"或"经常"进行深层表现,几乎"总是"呈现自然表现;(2)表层表现和教师的付出、教学经验和家庭对工作的干扰有正相关系;(3)深层表现对情绪耗竭和低成就感均有抑制作用,而自然表现则对低成就感和去个人化有抑制作用。本研究结果与传统研究结果并不一致,但与学前教育工作在情绪劳动的特殊性方面密切相关,契合国际上重建幼儿教育专业的概念运动。可见,拥有专业成就感与满足感是提高教师社会身份之关键,同时对完善我国幼儿园教师专业标准研制具有有益启示。 相似文献
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本研究采用工作压力、工作倦怠和应对方式量表对301名长沙市高校教师进行问卷调查,以探讨高校教师工作压力、应对方式与工作倦怠的关系。结果表明:高校教师目前工作倦怠总体上不严重,工作压力各因素与工作倦怠呈显著正相关,应对方式与工作倦怠显著相关,应对方式在工作压力与工作倦怠中既有显著的调节作用也具有部分中介作用。其中工作乐趣、工作负荷、工作保障能够显著预测情绪衰竭;工作压力的所有因素都对玩世不恭有显著预测作用;解决问题与玩世不恭、成就感低落显著负相关;情绪指向的应对方式与情绪衰竭、玩世不恭、成就感低落显著正相关;求助与工作倦怠之间无显著相关;解决问题对玩世不恭和成就感低落有显著的负向预测作用。 相似文献
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李琴 《内江师范学院学报》2013,(10):40-45
通过个体心理资本作为离职倾向的抑制因素和情绪劳动的前因变量,来探讨心理资本对情绪劳动和离职倾向的直接效应以及情绪劳动对心理资本与离职倾向关系的中介效应．采用随机抽样方法选取各地企业销售人员作为研究对象,共发放问卷350份,最后筛选出有效问卷共314份,主要研究工具为修订后的心理资本量表、情绪劳动量表以及离职倾向量表．结果表明：心理资本对离职倾向有显著负向影响,心理资本对情绪劳动中的表层扮演有显著的负向影响,对深层扮演和自然表现有显著正向影响,心理资本对离职倾向的直接效应远大于情绪劳动对心理资本与离职倾向间的中介效应． 相似文献
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以高校辅导员为研究对象，抽取广州某高校辅导员80人为样本，采用教师职业倦怠量表和症状自评量表（SCL-90）作为工具进行研究的结果表明：1．职业倦怠中的情绪衰竭与心理健康各因子（焦虑除外）以及症状总分之间存在着显著的正相关；少成就感与精神病性存在着显著的负相关；去个性化与心理健康之间不存在显著的相关。2．情绪衰竭对心理健康有着显著的正向预测作用；少成就感对心理健康有显著的负向影响作用；去个性化没有进入回归方程。可见高校辅导员的职业倦怠与心理健康有着一定的相关，且职业倦怠可以在一定程度上预测心理健康。 相似文献
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为了了解当前中学教师的职业倦怠现状及其与心理健康的关系,文章采用教师职业倦怠量表（MBI-ES）、症状自评量表（SCL-90）对195名中学教师的职业倦怠现状进行调查,采用SPSS20.0软件对数据进行分析。研究发现,第一,中学教师职业倦怠各维度得分从高到低依次为低成就感、情绪衰竭、去个性化,职业倦怠各维度在性别上不存在显著差异（P>0.05）;第二,中学教师职业倦怠的情绪衰竭和去个性化两个维度与SCL-90各个维度及总分均呈显著的正相关,低成就感维度与SCL-90的躯体化、强迫症状和恐怖三个维度呈显著的负相关（P<0.05）;第三,中学教师职业倦怠的情绪衰竭维度和去个性化维度能显著正向预测SCL-90各维度及总分,低成就感维度能够显著负向预测SCL-90的躯体化、强迫症状和恐怖维度。从上述发现得出如下结论：(1)中学教师开始出现不同程度的职业倦怠,其中在低成就感方面最为严重;(2)中学教师的职业倦怠状况对个体的心理健康水平有显著影响。因此,可以通过降低中学教师的职业倦怠程度,提高其心理健康水平。 相似文献
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一、职业倦怠的含义所谓教师职业倦怠,就是指教师不能顺利应对工作压力时所处于的情绪、态度和行为的衰竭状态,体现为以下三个指标:情绪衰竭、去个性化以及个人成就感丧失。其中,情绪衰竭是倦怠的代表性指标。它的特征是缺乏活力,有一种情绪资源耗尽的感觉。情绪衰竭常常伴随着挫折、紧张,使人在心理层面上认为无法致力于工作。去个性化是指没有人情味的、 相似文献
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选取475名中小学教师进行问卷调查,考察教师情绪智力与职业倦怠的现状和不同背景变量下的差异,并探讨二者的关系.结果发现:(1)不同年龄阶段的教师在情绪衰竭维度和情绪调节、情绪理解、对思维的促进及情绪智力总体上存在显著差异,不同教龄的教师在情绪理解、对思维的促进及情绪智力总体上存在显著差异,并在情绪衰竭维度上差异十分显著,不同性别的教师在认知枯竭维度上存在显著差异,不同学历背景的教师在认知枯竭维度上差异显著并在低个人成就感维度上差异极显著.(2)不同程度的教师情绪智力在职业倦怠整体及非人性化、认知枯竭、低个人成就感三个维度上存在显著差异.(3)除情绪衰竭与情绪理解维度呈显著正相关外,中小学教师的情绪智力及各个维度均与教师职业倦怠及各维度呈现非常显著的负相关.(4)回归分析表明,中小学教师的情绪智力对其职业倦怠具有显著的负向预测作用. 相似文献
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Shupeng Heng Ming Yang Bing Zou Yongzhan Li Gloria Castaño 《Psychology in the schools》2020,57(9):1347-1364
This study examined the relationship between teaching–research conflict and job burnout among university teachers and the moderating role of perceived supervisor support (PSS) and psychological capital (PsyCap) in this relationship. Using a cross-sectional design, data were collected from a convenience sample of 488 university teachers in China. Hierarchical regression analysis was performed to examine the moderating role of PSS and PsyCap in the relationship between teaching–research conflict and job burnout. The results showed that (a) teaching–research conflict was positively linked to emotional exhaustion and depersonalization but negatively linked to personal accomplishment, (b) PSS moderated the effects of teaching–research conflict on both emotional exhaustion and depersonalization but did not act as a moderator in the relationship between teaching–research conflict and personal accomplishment, and (c) PsyCap moderated the effect of teaching–research conflict on all three dimensions of job burnout. 相似文献
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高校辅导员情绪劳动策略与个体幸福感存在显著偏相关。表层扮演与情绪衰竭有显著的正相关,与工作满意度有显著的负相关;深层扮演与情绪衰竭有显著的负相关,与工作满意度有显著的正相关。此外对研究结果在高校辅导员的招聘、培训及待遇上的应用进行了分析。 相似文献
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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
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提出并检验了一个有调节的中介模型,探讨校长的服务型领导对教师情绪衰竭的影响,以及心理安全感的中介作用和不确定性规避的调节作用。采用服务型领导、心理安全感、不确定性规避和情绪衰竭量表对427名中小学教师进行调查。结果表明:服务型领导对情绪衰竭具有显著的负向影响;心理安全感在服务型领导力和情绪衰竭之间起部分中介作用;不确定性规避调节了服务型领导对心理安全感的影响。结果启示我们要在校长领导提升中推广服务型领导方式,降低教师的工作倦怠;校长应该创造和谐融洽的工作环境,提升教师的心理安全感;校长要重视教师的个体差异,权变性地使用服务型领导。 相似文献
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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
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Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development. 相似文献
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Silvia Simbula Dina Guglielmi 《European Journal of Psychology of Education - EJPE》2010,25(3):301-314
This article seeks to contribute to the ongoing debate on the dimensionality of the burnout syndrome. Specifically, its aims are: (1) to investigate the role of efficacy beliefs using negatively worded inefficacy items instead of positive ones and (2) to establish whether depersonalization and cynicism can be considered two different dimensions of the teacher burnout syndrome. The results show that, compared with efficacy beliefs, inefficacy beliefs relate more strongly to the other burnout dimensions considered by the study (i.e., emotional exhaustion, depersonalization, and cynicism). Moreover, using partial disaggregation method, a better fit is found for the four-factor model with separate depersonalization and cynicism dimensions than for the three-factor model in which depersonalization and cynicism are collapsed into one factor. The article concludes that future research on teacher burnout should: (1) use the inefficacy scale as the “third dimension” of burnout, rather than the efficacy scale, and (2) include the cynicism and depersonalization constructs. 相似文献
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本研究旨在考察职业院校教师的人格特征与工作倦怠的关系。采用艾森克人格问卷和高校教师工作倦怠问卷,抽取6所职业院校的421名教师进行测查。结果：（1）职业院校教师的工作倦怠整体水平不严重。男教师在个人成就感降低维度上的得分显著高于女教师,11～20年和30年及以上教龄的教师在组织去人性化维度上的得分显著高于5年及以下教龄的教师,在组织去人性化、情绪枯竭、科研耗尽感,工作倦怠上,已婚教师得分显著高于未婚教师。（2）神经质和外倾性对工作倦怠及其各维度的预测作用均显著,精神质仅对个人成就感降低维度的预测作用显著。结论：职业院校教师的工作倦怠水平较低,人格特质能够较好地预测工作倦怠水平。 相似文献
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Although teaching has been described as a profoundly emotional activity, little is known about the emotional demands faced by teachers or how this impacts on their well-being. This study examined relationships between ‘emotional labour’, burnout (emotional exhaustion, depersonalisation and personal accomplishment) and job satisfaction in a sample of UK teachers. Also examined was whether workplace social support moderated any relationships found between emotional labour and strain. The relationship between job experience and emotional labour was also investigated. Six hundred and twenty-eight teachers working in secondary schools in the UK completed questionnaires. Significant associations were observed between emotional labour and all outcomes, with a positive relationship found between emotional labour and personal accomplishment. Some evidence was found that social support mitigates the negative impact of emotional demands on emotional exhaustion, feelings of personal accomplishment and job satisfaction. More experienced teachers reported higher levels of emotional labour. Findings highlight the need for teacher-training programmes to raise awareness of the emotional demands of teaching and consider ways to enhance emotion regulation skills in experienced as well as recently qualified staff. 相似文献
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Research on the dualistic model of passion has investigated harmonious and obsessive passion in many domains. However, few studies have investigated passion for studying and the role passion for studying plays in student engagement and well‐being. The present study investigated the relationships between harmonious and obsessive passion for studying and academic engagement (vigour, dedication and absorption) and burnout (exhaustion, cynicism and inefficacy) in 105 university students, controlling for the effects of autonomous and controlled motivation. Both harmonious and obsessive passion explained variance in academic engagement and burnout beyond autonomous and controlled motivation: harmonious passion predicted higher dedication and lower cynicism, obsessive passion predicted higher absorption, and both harmonious and obsessive passion predicted higher vigour and lower inefficacy. The findings suggest that passion for studying explains individual differences in students’ academic engagement and burnout beyond autonomous and controlled motivation and thus deserves more attention from educational psychology. 相似文献