教師職業(yè)倦怠的現(xiàn)狀及其影響因素外文翻譯-wenkub.com
2025-05-07 01:51 本頁面
【正文】 忽略這種稍不恰當?shù)臏y量方法，工作滿意度項 目被證明具有較高的內(nèi)容效度，表明它具有一個很高的可信度。最后，ToppinenTanner 等人（ 2020）發(fā)現(xiàn)職業(yè)倦怠導致因疾病曠工，尤其是精神和行 9 為失調(diào)更有可能是因為較高的職業(yè)倦怠狀態(tài)。他們的數(shù)據(jù)似乎確定了職業(yè)倦怠的調(diào)節(jié)作用，但是 Saxton 等人并沒有明確的實驗說明這個調(diào)節(jié)作用。 Saxton， Phillips 和 Blakeney（ 1991）研究了航空公司機票預(yù)訂人員和計算機工程人員之間的職業(yè)倦?。ㄇ榫w衰竭）的相關(guān)性。在這項研究中，我們認為職業(yè)倦怠作為在工 作中的一種心理狀態(tài)欠佳的指標，可能再個性特征中造成負面影響，如工作角色的轉(zhuǎn)換或者身體狀態(tài)變差。 De Boer等人在所謂的“壓力“模型下，把缺勤視為工作壓力所導致的結(jié)果。 Jackson, 1986), which refers to a loss of emotional resources and a lack of energy. In socalled ?stress? models (De Boer et al., 2020。 Elloy 等人（ 1991）證明職業(yè)倦怠與工作積極性之間的負面關(guān)系。 Lodahl 和 Kejner（ 1965）指出：描述工作積極性的方法就是在心理上辨別個人的工作積極的程度，或者是他個人認為工作的重要性。 Rush等人（ 1995）發(fā)現(xiàn)抗壓性與自我報告疾病之間呈負相關(guān)。承諾反映了對自己工作的一種奉獻精神。 抗壓性的概念側(cè)重于經(jīng)理的大量的生活壓力事件后心理仍然相對健康的人。本研究旨在探討職業(yè)倦怠與工作積極性和個人忍耐力的關(guān)系和影響。 影響教師職業(yè)倦怠的因素有很多，包括過度的壓力、與同事關(guān)系不融洽、師資力量薄弱、擔心工作不穩(wěn)定性、學生的不良行為、角色模糊和角色沖突，升職機會少、缺乏支持以及缺乏參 與決策的機會等。 Maslach和 Jackson（ 1981）定義職業(yè)倦怠有情緒衰竭、去個性化和地成就感三個維度的心理狀態(tài)。 1982a,). Kobasa et al. (1982) explored the concept of “personality hardiness” as a resistance resource that mediates the negative consequences of high level stress. Concept of hardiness focuses on the person that remains relatively healthy after experiencing high amounts of stressful life events. Kobasa argues that persons who experience high degree of stress without falling ill have a personality structure differentiating them from a person who bees sick under stress. This personality difference is best characterized by the term “ hardiness”. Hardiness reflects the individual?s response to life events both personally and professionally (Kobasa, 1979). Three factors, mitment, control and challenge measure hardiness (Kobasa et al., 1982). Commitment reflects a dedication to oneself and to one?s work. Control is the extent to which an individual influences life events to ensure a particular oute. Challenge refers to life events and one?s response to those events. Individuals who are hardy cope with various stressors, both personal for example life cycle, family and professional for example occupational roles and relationships, are better than those individuals who are not hardy (Simoni and Paterson, 1997). Rush et al. (1995) found negative relations between hardiness and selfreported illness as a result of stress or burnout. Chan (2020) assessed hardiness and burnout among teachers and found that hardiness has significant impact on emotional exhaustion and personal acplishment. Crainie et al. (1987) found out that hardiness has beneficial major effects in reducing burnout but does not prevent high level of job stress from leading to high level of burnout. Maslach et al. (2020) found out that people who display low levels of hardiness (involvement in dai
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