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41.
Wai H. Cheuk Kwok S. Wong Sidney Rosen 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):219-225
The present study represents our continuing effort to validate a 'spurning scale' for teachers, based on a model on spurned helpers' reactions. Three approaches were used to examine the validity of the scale: the spurning scores of teachers working with more achieving students vs the scores of teachers teaching less achieving students. The relationships between the spurning scores and job satisfaction and turnover scores; and the relationships between the spurning scores and scores indicative of stress arising from interactions with one's students and supervisor. Serving teachers in Hong Kong responded to a questionnaire that contained the variables of interest. The results provided further evidence for the validity of the scale. 相似文献
42.
何艳 《中国科教创新导刊》2013,(26):116-116
本文对大学生英语学习倦怠问题成因进行了分析,并提出了三点应对策略,旨在提高大学英语课堂的教学质量。 相似文献
43.
Shivanthi Weerasinghe 《International Information and Library Review》2013,45(4):319-327
Information Technology (IT) has paved the way for an information society sans frontiers to have easy access to information and communication. IT also connects the machine environment with human applications, and has emerged as a force for global connectivity.Nevertheless, there is a disparity in the spread of IT across the world between the developed and the developing nations. The paper describes the use of IT in Sri Lanka and how the nation strives to integrate the opportunities and challenges it provides. The paper provides the background of a new government concept called E-Sri Lanka, with the goal of creating a full IT environment projected to bridge the information gap within the nation. The country is making a laudable effort to create a complete IT environment, and the paper brings forth the developments made over the years in the spheres of information and Information Technology, through government decisions, IT education, applications and institutional activity. The article concludes on a note of optimism—there is interactivity between IT and workers rather than humans being replaced by machines. 相似文献
44.
The objective of this study was to analyze the stressors and working conditions which affect elementary teachers according to the TP-M theory. For this purpose, a research study was performed with nine focus groups composed of 75 teachers, each working in a different elementary school in Guayaquil (Ecuador). The results showed that occupational risks could be classified in two categories: (1) risks stemming from the social environment in which the teachers carry out their work; (2) risks derived from the new organizational demands that affect the physical and psychological health of teachers as well as their social and family relationships. 相似文献
45.
目的:探讨高校教师职业倦怠与幸福感的关系。方法:使用《教师职业倦怠问卷》和《综合幸福问卷》对219名高校教师进行问卷调查。结果:高校教师幸福指数得分为5.36±1.66分;高校教师职业倦怠程度较轻;职业倦怠中情感衰竭、非人性化、低成就感与幸福感各维度存在显著相关关系;多元逐步回归表明情感枯竭和低成就感对高校教师幸福感有显著影响。结论:高校教师职业倦怠与幸福感密切相关。 相似文献
46.
Guillaume Martinent Valérian Cece Marije Titia Elferink-Gemser Irene Renate Faber Jean-Claude Decret 《Journal of sports sciences》2018,36(23):2724-2731
ABSTRACTThis study examined the prognostic relevance of self-determined motivation, coping, burnout, perceived stress and recovery experienced by 159 youth table-tennis players involved in intensive training centers with regard to their participation and success six years later. Results of ANCOVAs showed that players who still practiced at time 2 (T2; six years later; n = 130) reported lower time 1 (T1; while they were involved in intensive training centers) amotivation (large effect), disengagement-oriented coping, sport devaluation and reduced accomplishment (moderate effects) than their counterparts who dropped out at T2 (n = 29). Results of ANCOVAs also showed that international (n = 18) and/or national players (n = 86) at T2 reported significantly lower T1 amotivation (large effect), disengagement-oriented coping and sport devaluation (moderate effects) in comparison to regional (n = 26) players at T2. Finally results of correlational analyses showed that T2 performance and/or six-year performance progress were significantly and weakly correlated with introjected and external regulations, perceived stress and perceived recovery, and significantly and moderately correlated with amotivation, disengagement-oriented coping, sport devaluation, and reduced accomplishment. Overall, this study provided insights into the role played by self-determined motivation, coping, burnout, perceived stress and recovery in the table-tennis players’ dropout and performance level six years later. 相似文献
47.
The present study investigates how teachers’ motivation relates to burnout and engagement, teaching style and need satisfaction at work. A total of 584 secondary teachers completed validated questionnaires. Four profiles were retained in the cluster analysis. Results showed that teachers who were high on autonomous motivation displayed the most optimal pattern of outcomes, whereas teachers who were high on amotivation showed the opposite pattern. Teachers who were high on controlled motivation were engaged in their jobs, yet they had a greater risk of burnout and of establishing an ego climate. Implications for educational policy and practice are discussed. 相似文献
48.
角色压力、组织承诺、组织公正、组织支持感是可影响工作倦怠的因素,因此,高校师资队伍建设应加强对管理者的培训,采取积极措施帮助教师主动应对造成职业倦怠的因素,这样,才能提高教师的工作积极性和工作效率,才能构建和谐发展的高校。 相似文献
49.
Researchers’ motivations are important for high-quality research and the productivity of the scientific system, but remain largely uninvestigated. Using three studies, we tested the usefulness of Achievement Goal Theory (AGT) for describing research motivations, investigated which goals researchers pursue, and examined their associations with job burnout/engagement and professional learning. Interviewing 20 researchers (Study 1), we found that most of their goals in the research context were classifiable as achievement goals. Apart from mastery and performance goals that are well-established in the AGT literature, they also mentioned relational and work-avoidance goals. Mastery goals comprised task and learning standards, performance goals comprised appearance and normative strivings. In Study 2, we used a standardized questionnaire to assess these goals in 824 researchers, along with burnout/engagement, professional learning time, and professional learning gains. Results confirmed the separability of all conceptualized goals, measurement invariance across academic status, and differential patterns of associations with burnout/engagement and professional learning. In Study 3, we analyzed these constructs in 471 researchers at two time points, six months apart. Results attested measurement invariance over time. Cross-lagged analyses documented similar associations as in Study 2. Learning approach and relational goals had positive effects on professional learning; appearance avoidance and work-avoidance goals were negative predictors. In contrast, burnout was negatively predicted by normative avoidance goals. However, high initial burnout levels were associated with reduced task approach and learning approach, and stronger work-avoidance goals six months later. Taken together, the results highlight the usefulness of AGT for understanding researchers’ motivations, and their relatedness with professional learning and well-being at work. 相似文献
50.
Research on special educator burnout has predominantly focused on demographic, environmental and situational factors, with few studies exploring individual characteristics. This cross-sectional self-report study focused on coping strategies as predictors of burnout among Special Educational Needs and Disabilities (SEND) staff. The survey results from 169 participants showed that emotional coping predicted greater levels of burnout. In addition, avoidance coping predicted higher levels of disengagement, whereas rational coping predicted lower levels of disengagement. These results emphasize the importance of examining individual characteristics in SEND staff burnout. This would have implications for monitoring and addressing the psychological wellbeing of SEND staff. 相似文献