【正文】 relationship and effects of job involvement and personality hardiness on burnout. 2 During the last few years, some personality variables have attracted the attention of researchers in correlation of job stress and burnout. Despite a mon acknowledgement that personality factors play a critical role in mediating stress, these factors have been overlooked in majority of empirical studies on stress. A notable exception has been a series of studies carried out by Kobasa (1979。 1 外文翻譯： 原文 1 Personality hardiness, job involvement and job burnout among teachers Burnout syndrome occurs in response to prolonged stress at work place. Burnout is mon among those who are unable to cope with extensive demands and pressure on their energy, time, and resources and those who require frequent contact with people. The term “ burnout” originated during the 1960?s as a description of the effect of drug abuse on an individual (Golembiewski, 1993). However, it lacked definitional clarity until the development of a widely accepted instrument for its measurement, the Maslach burnout inventory. Maslach and Jackson (1981) defined burnout as a condition characterized by emotional exhaustion, depersonalization and loss of a sense of personal acplishment. Similarly there has been diverse evidence from scholars on the occurrence of burnout. For example, Maslach and Leiter (1999) indicated that burnout occurs when work load is bined with lack of personal control, insufficient rewards, the absence of fairness, the breakdown of the working munity, or conflicting values. Lee and Ashforth (1996) identified work load and time pressure as antecedents of burnout. Numerous work related factors have been found to be associated with burnout among teachers, including excessive time pressure, poor relationships with colleagues, large classes, lack of resources, fear of violence, behavioral problems of pupils, role ambiguity and role conflict, poor opportunities for promotion, lack of support, and lack of participation in decisionmaking (Abel and Sewell, 1999。 Wright and Bot,1997。例如：Maslach和 Leiter（ 1999）指出當(dāng)工作超出人的負(fù)荷、不足的報(bào)酬、缺乏公平性、較差的工作環(huán)境或者價(jià)值觀沖突都會(huì)導(dǎo)致職業(yè)倦怠的出現(xiàn)。盡管普遍認(rèn)為個(gè)性因素在調(diào)節(jié)壓力中發(fā)揮關(guān)鍵作用，但是這些因素在大部分的實(shí)證研究中都被忽略了。挑戰(zhàn)是人們對(duì)待事件的態(tài)度。他們 強(qiáng)調(diào)在社會(huì)化過(guò)程中，某些工作價(jià)值觀會(huì)注入到個(gè)人的思想中，職業(yè)倦怠對(duì)他們以后的工作態(tài)度有著消極的影響，比如減少工作積極性和工作滿意度。 Organizational Psychology, 2020,19(1),102124 8 譯文 2 員工缺勤的前因和后果 —— 一個(gè)縱向的角度分析工作滿意度和職業(yè)倦怠的影響 Houtman和 Blatter(2020)指出：那些長(zhǎng)期工作缺勤的人被認(rèn)為很大一部分 是情緒耗竭、過(guò)度勞累或者情緒低落的原因。這種模式就意味著工作滿意度和缺勤的關(guān)系不夠準(zhǔn)確，很有坑內(nèi)是因?yàn)榈谌兞柯殬I(yè)倦怠的原因。該研究顯示，心理壓力和工作焦慮以及抑郁會(huì)導(dǎo)致更嚴(yán)重的缺勤率。 ...... ...... 作者 ： Jan , , Paulien 國(guó)籍 ：荷蘭 出處：《歐洲期刊：組織心理學(xué)雜志》， 2020,19（ 1），第 104124頁(yè)