融合教育教师职业压力对职业倦怠的影响:社会支持的中介作用

本研究旨在考察融合教育教师职业压力、社会支持和职业倦怠之间的关系,采用问卷调查法对来自北京市、厦门市、中山市的367名融合教育教师进行调查.结果 发现:融合教育教师的职业压力显著影响教师的职业倦怠;融合教育教师获得的社会支持显著影响其职业倦怠.融合教育教师的社会支持在职业压力与职业倦怠关系中发挥部分中介作用,即融合教育...     

身心障碍患者家庭的亲职压力与社会支持

为了解身心障碍患者家庭亲职压力与社会支持具体现状及关系,以《社会支持评定量表》《亲职压力简表》为研究工具.结果表明,身心障碍患者家庭亲职压力处于非常高的水平,社会支持得分相对较高;与患者关系在亲职压力与社会支持(客观支持、主观支持)方面得分有显著差异,受教育水平在亲职压力和社会支持均存在显著差异;社会支持与亲职压力存在一定的关系(|0.014-0.339|),对支持利用度、主观支持对亲职压力有显著性的负向预测作用.研究表明,身心障碍患者家庭所接受的社会支持越多,护理人可能所感受到的亲职压力越低.     

Teaching Styles and Occupational Stress among Chinese University Faculty Members

The primary aim of this research is to investigate the predictive power of occupational stress for teaching style among university faculty members. A sample of 144 faculty members from a large university in the People’s Republic of China rated themselves on three ability scales and responded to the Thinking Styles in Teaching Inventory and to four scales from the Occupational Stress Inventory‐Revised (role overload, role insufficiency, psychological strain, and rational/cognitive coping). Satisfactory reliability and validity data were obtained for the Chinese version of the four occupational stress scales. After self‐rated abilities were taken into account, occupational stress remained a significant predictor of teaching style. A stronger feeling of role overload and more frequent use of a rational/cognitive coping strategy were conducive to employing both creativity‐generating and conservative teaching styles; a stronger feeling of role insufficiency and psychological strain had a negative impact on the use of creative‐generating teaching styles. The implications of this research for both university faculty members and university administrators are discussed.     

Social Support and Demographic Correlates of Acculturative Stress in International Students

A sample of 141 international students from different U.S. colleges completed surveys related to social support, demographic variables, and acculturative stress. Findings indicated that social support and English proficiency uniquely contribute to the variance in students' acculturative stress. Results also indicated that students who primarily socialized with non‐Americans and that students from Asian countries experienced more acculturative stress compared with other subgroups. Implications are discussed and suggestions for counseling practice are provided.     

顶岗实习学生工作压力与归因风格的关系研究

本研究采用问卷调查的方法对120名高职顶岗实习学生的职业紧张状况和归因风格的关系进行了研究。结果表明：顶岗实习学生比一般职业人承受更多的压力感;归因风格影响职业紧张：外部归因、不可控归因对职业紧张有显著的正向影响,而内部归因、可控归因能缓解工作压力。岗前就业辅导、归因风格训练等有助于提高学生顶岗实习的速度和质量。     

高校教师职业倦怠的社会支持体系构建研究

当前高教教师面临着巨大的职业心理压力,为数不少的教师出现了职业倦怠的情况。这种状态如果不及时缓解必然会对社会、高校、教师带来危害。有关研究表明,社会支持能有效缓解职业倦怠。社会支持体系是指能够为所需者提供各种资源支持(如物质、金钱、情感、友谊等)的各种支持源(如国家、政府、社区、家庭、同事等)组成的社会网络,这些网络能为所需者提供支持,帮助其解决日常生活中面临的问题与危机。应从宏观、中观和微观三个维度为高校教师建立社会支持体系,倡导从社会环境、社会制度、学校、同事、个人等层面为其提供物质支持、情感支持与信息支持,以帮助教师正确面对压力,减少职业倦怠的发生。     

藏族大学生社会支持与生活压力的关系

运用社会支持评定量表和生活经验量表为测查工具,对460名藏族大学生进行问卷调查,了解藏族大学生社会支持与生活压力之间的关系。结果发现,主观支持和客观支持与生活压力各维度间存在显著正相关;客观支持维度对生活压力的异性关系发展存在显著影响;主观支持对生活压力的四个维度均存在显著影响;支持利用度对生活压力的异性关系发展和自我认同与期许存在显著影响。     

Stress,Social Support,and Psychosocial Functioning of Ethnically Diverse Students

This study examined the stress‐buffering role of social support on indicators of psychosocial functioning among a combined and split sample of ethnically diverse college students. Although high social support significantly moderated 2 relationships in the combined sample, high and low levels of social support significantly reduced the effect of stress on depressive symptoms of students of color. For White students, high social support moderated the effect of stress on protective behaviors. Implications for college counselors are discussed.     

高校教师的职业压力、倦怠与离职倾向研究综述

高校教师的职业问题日益受到关注,文章综述了国外学者对高校教师职业压力、工作倦怠及离职倾向等问题的最新研究进展,提出了研究我国高校教师管理与职业发展中亟待解决的几个问题.     

高校教师幸福感、工作压力与职业倦怠的相关研究

采用自编《教师调查问卷》对高校266名在职教师进行幸福感、工作压力与职业倦怠的研究。结果表明：教师幸福感的现状高于全国常模;教师工作压力存在性别、文理科、职称及年龄差异,低学历教师职业倦怠情况明显;高校教师工作幸福感与职业倦怠、职业压力之间均呈负相关,而职业倦怠与职业压力呈正相关。     

幼儿教师工作压力与应付方式、社会支持的关系

本研究采用应付方式量表、社会支持量表和自编的幼儿教师工作压力问卷对302名幼儿教师进行了工作压力状况及其与应付方式、社会支持关系的调查研究。结果发现有76．2％的教师感觉自己承受着工作压力,其中有重度或极重压力的有75人,占调查人数的24．9％。相关分析和回归分析结果显示,幼儿教师的工作压力与其应付方式、社会支持呈显著相关,合理化、幻想、客观支持、对支持的利用度这四个因子对工作压力具有明显的预测作用。良好的应付方式和社会支持有助于缓解幼儿教师工作压力。     

大学生人格特质和社会支持与抑郁水平的相关研究

随着我国高等教育的不断发展,大学生的数量逐年增多,大学生群体对自己有较高要求,面对未来挑战承受更大压力,更易于遭受抑郁侵袭。以《大五人格简式量表(NEO—FFI)》《社会支持评定量表(SSRS)》《抑郁自评量表(SDS)》为研究工具,对大学生人格特质、社会支持和抑郁水平进行分析,得出大学生抑郁水平在年级、专业和是否独生子女上存在显著差异,社会支持与抑郁水平显著相关,人格因素中的外向性、宜人性和严谨性与社会支持呈显著正相关,神经质与社会支持总分及各维度呈显著负相关等结论。     

震后三年慢性创伤后应激障碍中学生抑郁状况与社会支持、家庭功能的关系研究

研究5.12震后三年灾区慢性创伤后应激障碍(PTSD)中学生的抑郁状况及其影响因素。结果:83例慢性创伤后应激障碍学生均存在重度抑郁;抑郁各维度及其总分与主观支持、支持总分及家庭功能的问题解决和沟通维度存在显著的负相关(P<0.01),且抑郁总分与客观支持和家庭功能的角色维度存在显著的负相关(P<0.05)。多元逐步回归分析后发现,支持总分及家庭功能的沟通维度对抑郁的解释贡献率达34.7%,结论:抑郁是慢性创伤后应激障碍的主要共病症状,社会和家庭应给予其更多的社会支持和交流沟通,逐渐降低其抑郁等不良情绪反应。     

高校女辅导员应激状态下的应付方式与社会支持

女辅导员具有独特的工作角色特点,在高校学生思想政治教育中发挥着重要作用,体现人格特征与行为方式的应付方式和作为个体应激资源的社会支持是影响高校女辅导员应激状态改变的重要因素。通过对皖赣部分高校女辅导员应激状态下的社会支持与应付方式现状的调查分析,高校女辅导员需要从情绪应对、问题应对、生理应对与环境改善等方面改善应付方式和获得社会支持。     

Stress and Social Support in Fathers and Mothers of Young Children with and without Disabilities

This study compared perceived stress and social support in fathers and mothers of children with and without disabilities. The sample consisted of 15 families with special needs children and 15 with children with no known handicapping conditions. The Parent Stress Index and a parental questionnaire were used. Findings indicated higher perceived stress in families with special needs children. Within these families no significant differences were found between fathers' and mothers' perceived stress. Significant negative correlations were found between families' stress and support received from fiends and relatives. Negative correlations were found for mothers' stress in Child Domain and support from the community. Implications include planning for active engagement of fathers in all areas of service delivery in early intervention programs, including encouragement for more participation in programming; opening a direct line of communication through designing tailored workshops, support groups and counseling; recognizing fathers' strengths beyond their traditional roles; and viewing them as an additional emotional source of support for mothers.     

Stress and Social Support in Fathers and Mothers of Young Children with and without Disabilities

This study compared perceived stress and social support in fathers and mothers of children with and without disabilities. The sample consisted of 15 families with special needs children and 15 with children with no known handicapping conditions. The Parent Stress Index and a parental questionnaire were used. Findings indicated higher perceived stress in families with special needs children. Within these families no significant differences were found between fathers' and mothers' perceived stress. Significant negative correlations were found between families' stress and support received from fiends and relatives. Negative correlations were found for mothers' stress in Child Domain and support from the community. Implications include planning for active engagement of fathers in all areas of service delivery in early intervention programs, including encouragement for more participation in programming; opening a direct line of communication through designing tailored workshops, support groups and counseling; recognizing fathers' strengths beyond their traditional roles; and viewing them as an additional emotional source of support for mothers.     

小学教师的心理压力、社会支持与主观幸福感的关系

为了解小学教师群体所感受到的心理压力、获得的社会支持以及主观幸福感的基本状况,探讨三者的相互关系和不同心理压力下的小学教师其社会支持与主观幸福感的差异。用压力状况问卷、社会支持量表和幸福感指数量表对城乡272名小学教师进行团体施测。结果发现,小学教师普遍存在较大的职业心理压力而且压力源较多;小学教师的社会支持存在城乡差异,主观幸福感指数在城乡和性别差异上未达显著水平;小学教师的心理压力、社会支持与幸福感指数均有显著相关;高压力组同中低压力组的小学教师比较,其社会支持总分和主观幸福感指数得分都较低。因此,应该关注小学教师的职业心理压力状况,帮助其建立完善的社会支持系统,使其在职业生活中获得更高的满意度和积极的情感体验。