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本研究采用问卷调查与统计的方法,探索幼儿园女教师学历、月收入对其职业倦怠的影响以及工作家庭冲突、社会支持、自我效能感与职业倦怠之间的关系.研究表明:幼儿园女教师的学历、月收入对她们的职业倦怠有非常显著的作用;工作家庭冲突与职业倦怠呈显著正相关,并具有较强的正向预测作用;社会支持、自我效能感与职业倦怠呈显著负相关,并有较强的负向预测作用. 相似文献
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目的:探究高校精神障碍学生家庭关怀、社会支持与自我效能感的关系.方法:使用家庭关怀度指数量表、社会支持量表以及自我效能感量表对30名在校精神障碍大学生测评.结果:50%的在校精神障碍大学生家庭存在中重度家庭功能障碍,社会支持各维度得分均显著低于常模(P<0.001),自我效能感得分低于普通大学生,其中在校精神障碍大学生中女生的自我效能感显著低于普通女大学生(P<0.001).在校精神障碍大学生的家庭关怀度、社会支持与自我效能感呈中等程度相关(r=0.426~0.619).结论:高校精神障碍学生家庭功能、社会支持差、自我效能感低,其家庭关怀度、社会支持与自我效能感存在一定的联系. 相似文献
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为了解西部地区中学教师生活满意度与焦虑现状,探究家庭与社会支持对西部地区中学教师生活满意度与焦虑的影响,探寻缓解西部地区中学教师的焦虑状况、提升其生活满意度的新思路,实现推动西部地区教育良性发展,达到教育均衡的目的,本研究选取329名西部地区中学教师,使用综合医院焦虑/抑郁情绪测定量表、生活满意度指数A量表、家庭亲密度量表、工作家庭冲突量表、社会支持评定量表对西部地区中学教师进行问卷调查。研究发现,降低西部地区教师焦虑水平,提升其生活满意度,可以考虑其家庭与社会支持两方面的因素,具体包括：工作家庭冲突、家庭亲密度、社会支持、朋友支持、邻居支持、同事支持、团体支持。 相似文献
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采用情绪智力表、教学效能感表和工作满意度量表对492名中学教师进行调查。结果发现:中学教师教学效能感、情绪智力与工作满意度均存在显著正相关;中学教师教学效能感能有效预测个体工作满意度的差异;中学教师情绪智力在教学效能感与工作满意度之间存在不完全中介作用。可见,中学教师的教学效能感既可直接对工作满意度产生影响,也可通过情绪智力对工作满意度产生影响。 相似文献
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随着社会的发展,个体的工作生活冲突问题日益凸显。本研究在工作家庭冲突的理论和实证研究结果的基础上,着重验证了自我效能感这一个体特征对工作生活冲突的主效应以及对工作时间特征与工作生活冲突的关系的调节效应不仅仅局限在工作和家庭两个领域中。采用问卷法调查了202名来自各行各业的员工。层次回归结果显示,自我效能感与工作生活冲突显著负相关,并且对工作时长和工作生活冲突之间的关系起到调节作用。在此基础上,提出了人力资源管理的建议。 相似文献
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为了分析社会支持与大学生职业决策自我效能感之间的关系,本研究运用"领悟社会支持量表"及"大学生职业决策自我效能感量表"对125名大学生进行测试。结果显示:(1)男大学生的社会支持显著高于女大学生;三年级的社会支持总分最高;独生子女大学生获得的家庭支持显著高于非独生子女大学生。(2)男大学生的职业决策自我效能感高于女大学生。(3)大学生社会支持对职业决策自我效能感具有显著的预测作用。 相似文献
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为探讨幼儿教师工作旺盛感、工作满意度及工作倦怠之间的关系,采用工作旺盛感量表、工作满意度量表和工作倦怠量表对237名幼儿教师进行实证调查。结果显示：幼儿教师工作旺盛感处于中等偏上水平,工作满意度处于中等水平,工作倦怠处于低等水平;幼儿教师工作旺盛感与工作满意度呈显著正相关关系;幼儿教师工作旺盛感、工作满意度均与工作倦怠之间呈显著负相关关系;幼儿教师工作满意度在工作旺盛感与工作倦怠之间起部分中介作用。因此,应扩大对幼儿教师内在心理感受的理论研究,加强幼儿教师掌握评估和改进自身活力与学习的能力,强化幼儿园对幼儿教师积极投入与活力的回馈,从而促进幼儿教师专业发展。 相似文献
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高校教师工作家庭冲突与职业倦怠：社会支持的中介作用 总被引：1，自引：0，他引：1
以高校教师为研究对象,采用问卷法进行施测,在描述高校教师工作家庭冲突与职业倦怠现状的基础上,进一步考察社会支持对于工作家庭冲突与职业倦怠的积极作用。结果发现,重点高校教师存在较严重的工作家庭冲突与职业倦怠;工作家庭冲突是职业倦怠的重要预测源;社会支持在高校教师工作家庭冲突与职业倦怠中发挥着中介作用。 相似文献
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考察高校教师工作家庭冲突与职业倦怠两者间的关系,为预防和减少高校教师职业倦怠提供依据。采用工作家庭冲突问卷和职业倦怠量表对525名高校教师进行问卷调查,结果显示不同性别的高校教师在职业倦怠和工作家庭冲突上存在显著差异,职业倦怠总分与工作家庭冲突各维度存在显著的正相关,进一步回归分析显示,工作家庭冲突对职业倦怠具有一定的预测作用,工作家庭冲突是影响高校教师职业倦怠的一个重要因素。 相似文献
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Jiri Mudrak Katerina Zabrodska Petr Kveton Martin Jelinek Marek Blatny Iva Solcova Katerina Machovcova 《Research in higher education》2018,59(3):325-348
The effects of changing academic environments on faculty well-being have attracted considerable research attention. However, few studies have examined the multifaceted relationships between the academic work environment and the multiple dimensions of faculty well-being using a comprehensive theoretical framework. To address this gap, this study implemented the Job Demands-Resources (JDR) model to investigate how job demands/resources in the academic environment interact with multiple dimensions of faculty well-being. The study participants were 1389 full-time faculty members employed in public universities in the Czech Republic. The participants completed a questionnaire assessing perceived job resources (influence over work, support from supervisor and colleagues), job demands (quantitative demands, work-family conflicts and job insecurity) and three dimensions of faculty well-being (job satisfaction, stress and work engagement). A structural equation model was used to test the effects of “dual processes” hypothesized by the JDR theory, i.e., the existence of two relatively independent paths between job demands/resources and positive/negative aspects of faculty well-being. The model showed a very good fit to our data and explained 60% of the variance in faculty job satisfaction, 46%, in stress and 20% in work engagement. The results provide evidence for the dual processes, including the “motivational process” (i.e., job resources were related predominantly to work engagement and job satisfaction) and the “health impairment process” (i.e., job demands were predominantly associated with stress, mostly through work-family conflict). The study expands current research on faculty well-being by demonstrating the complex, non-linear relationships between academic work environments and different dimensions of faculty well-being. 相似文献
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考察高中教师的工作家庭冲突特点及其对生活满意度的影响。运用问卷法对204名高中教师进行测查,结果表明:(1)高中教师的工作家庭冲突较高,家庭—工作冲突程度较低,工作—家庭冲突的程度显著高于家庭-工作冲突。(2)高中男教师的工作-家庭冲突显著高于女教师,担任职务教师的工作-家庭冲突显著高于未担任职务的教师,周工作时间40小时以上教师的工作-家庭冲突显著高于周工作时间40小时及以下的教师。(3)高中教师的工作家庭冲突与一般生活满意度呈显著负相关。工作-家庭冲突对一般生活满意度具有显著负向预测作用。 相似文献
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为揭示国企员工工作-家庭冲突状况及其与工作倦怠的关系,本文采用工作倦怠问卷、工作-家庭冲突问卷对某集团648名国企员工进行调查。结果表明：男性员工家庭侵扰工作的得分,显著高于女性员工;国企员工的家庭侵扰工作,在性别和职务上存在显著交互作用;工作-家庭冲突与工作倦怠相关,在控制了人口学变量对工作倦怠的影响后,工作-家庭冲突对工作倦怠的具体表现做出了有效预测。实施员工援助计划,可以缓解工作-家庭冲突,预防工作倦怠的发生。 相似文献
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This study examined the effects of social support, job autonomy, and job satisfaction on burnout among long-term care workers in Hawaii, USA. Data were collected from 170 care workers working at long-term care facilities in Hawaii. The study variables included demographic data, burnout, social support, job autonomy, and job satisfaction. The study findings support the association between social support, job autonomy, job satisfaction, and burnout among care workers at long-term care facilities. Social support, job autonomy, and job satisfaction were negatively and significantly associated with the level of burnout of care workers in Hawaii. Furthermore, the findings suggest the need to develop policy and practice considerations for reducing burnout risks among care workers in order to improve quality of care. 相似文献
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We tested the hypothesis of school satisfaction being an antecedent to social coping behaviors in early adolescents (N = 892) using a two‐wave cross‐lagged panel design. We also explored the possible bidirectional relations between school satisfaction and social coping behaviors. Four types of social coping behaviors in peer conflict contexts included social support seeking, self‐reliance, internalizing behaviors, and externalizing behaviors. The findings showed that school satisfaction significantly predicted three of the four coping behaviors (social support seeking, self‐reliance, and externalizing behaviors) in the expected directions. Among all the social coping behaviors, only social support seeking significantly predicted school satisfaction over time. Taken together, the results suggest that school satisfaction may be an antecedent that predicts most social coping behaviors in early adolescents. Furthermore, the relations between social support seeking coping and school satisfaction appeared to be reciprocal. Implications, especially the importance of monitoring students’ school satisfaction, are discussed. 相似文献
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AbstractThis study aims at testing the application of the job demands-resources model on university teachers in mainland China. It investigates the relationship between the job characteristics of university teaching and teachers’ well-being. Based on the analyses of a sample of 2,758 university teachers, the results of structural equation modelling support the health impairment and motivational processes suggested by the model. Specifically, job demands consisting of teaching demands, teaching-research conflict and new challenges reduced university teachers’ job satisfaction through the mediation of emotional exhaustion; job resources comprising teaching resources, social support and administrative support increased university teachers’ job satisfaction through the mediation of work engagement. The implications of these findings are discussed. 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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Yin-An Chu 《International Journal of Disability, Development & Education》2015,62(6):628-643
This study is concerned with the current job preparation programmes for special education students in Taiwan. Two hundred and three randomly selected special education teachers in Northern Taiwan responded to a questionnaire about job-related social skills. The relationship between teachers’ demographic characteristics and their teaching of job-related social skills was examined. In general, teachers’ pedagogical practices were found to focus more on the basic job-related social skills (such as proper attire, hygiene, punctuality and attendance) than on the advanced job-related social skills (such as cooperation and emotion management). Interestingly, teachers with a special education degree tended to nurture both dimensions of job-related social skills. Additionally, teacher experience was found to be a key contributor to the teaching of job-related social skills, with less experienced teachers more likely to downplay the teaching of such skills. 相似文献