高校辅导员职业倦怠的成因分析及对策研究

高校辅导员处于学生工作的第一线,辅导员职业倦怠的产生将直接影响高校学生工作的有序开展和辅导员队伍的自身建设。本文对高校辅导员职业倦怠的原因进行分析,并提出缓解辅导员职业倦怠的相关措施和办法。     

高校辅导员职业倦怠的危害及对策探析

由于工作职能、工作性质的特殊,高校辅导员是职业倦怠的高发人群。本文主要分析辅导员的职业倦怠对社会、学校、学生以及辅导员自身的消极影响,从优化高校辅导员的社会支持体系、健全高校辅导员的组织激励机制、提升高校辅导员的心理调适能力等方面来探析,提出缓解和消除辅导员职业倦怠的应对策略。     

高校辅导员职业倦怠研究

高校辅导员体验到职业倦怠后容易降低对学生、对管理工作的耐心,无法合理地控制工作进程,不能正确认知自己的成熟水平。这不仅会阻碍学生的健康成长,也影响了辅导员自身的身心发展,最终势必影响教育、教学的质量。文章着重探讨了高校辅导员的职业倦怠及其表现,并提出减轻或消除辅导员职业倦怠的措施,以期为学校、社会重新审视高校辅导员职业、关注辅导员身心健康及充分认识职业倦怠对辅导员工作的消极影响提供参考依据。     

高校辅导员职业倦怠的调查与研究

高校辅导员在职业岗位上工作表现、政治素养和道德品行,会影响学生,对德育工作的开展和人才培养质量会产生深远的影响。本文运用问卷调查、走访调查和比较分析法,对高校辅导员的职业倦怠的概念特点和现实状况进行调查研究。从学校事业发展、学生的成长成才、辅导员发展以及高等教育事业等方面,阐述了辅导员职业倦怠的影响,并从社会、制度、家庭和个人因素等方面分析了高校辅导员职业倦怠的成因,结合当前实际,从社会高度重视辅导员工作、学校出台措施支持辅导员工作,顺应高等教育事业发展,从加强高校辅导员职业化、专业化、专家化等方面,提出改善职业倦怠的对策建议。     

HRM视角下高校辅导员职业倦怠归因及对策分析

从人力资源管理(HRM)视角分析高校辅导员职业倦怠的表现及危害,在前人关于职业倦怠研究基础上,建立高校辅导员职业倦怠影响因素的结构方程模型,模型假设影响职业倦怠的因素有11个。以广东省高校辅导员为调查样本,对模型进行数据统计和实证检验,结构方程模型的分析支持提出的理论模型和研究的假设。在此基础上,根据潜在变量路径系数提取出影响高校辅导员职业倦怠的关键因素,分别是高强度工作、学生对辅导员的不尊重程度、学校对思政教育的不重视、缺乏社会地位,冀望对以后研究高校辅导员职业倦怠方面提供借鉴。     

关于高校辅导员职业倦怠问题探析

目前,在我国职业倦怠已成为一种普遍现象,由于辅导员处于学生工作的第一线,来自各方面的压力都汇聚在辅导员身上,造成辅导员身心俱疲从而引发职业倦怠,这将直接影响到辅导员学生工作的顺利开展和自身队伍建设,本文通过对高校专职辅导员职业倦怠的分析并提出相应措施,以达到预防和解决辅导员职业倦怠这一问题的效果。     

高校辅导员职业倦怠的成因及对策

辅导员是高校中对大学生开展思想政治工作的主力军,长期奋战在学生工作的第一线,在大学生的思想、学习、生活等各个方面承担着多重角色,对大学生的成长和成才发挥着重要作用。因此,辅导员队伍的身心素质和工作状况直接影响着高校思想政治工作的实效性。近年来,由于各种主客观原因,高校辅导员队伍普遍存在着的职业倦怠现象,已成为高校辅导员队伍建设中不容忽视的问题,也是高校思想政治教育的重大理论和实践课题。本文主要论述了高校辅导员职业倦怠的成因以及消除辅导员职业倦怠问题的对策建议。     

高校辅导员职业倦怠现状调查研究

高校辅导员是当前高校中的一个特殊群体,他们与学生的关系最为密切。辅导员的工作热情、工作情况关系到人才培养的质量。本文采用Maslach的职业倦怠问卷(MBI)对88名福建省高校的辅导员进行了调查研究。研究表明,高校辅导员的职业倦怠情况并不严重,去个性化水平较低,但个人成就感偏低。     

高校辅导员职业倦怠的解决之道

高校辅导员中存在的职业倦怠现象,对辅导员队伍的建设、学生的成长进步以及思想教育工作的开展会产生不良影响。分析辅导员职业倦怠的形成原因,通过建立社会支持环境、树立良好职业声誉、做好自我调适与释压等手段,对减少辅导员的职业倦怠、增强工作动力具有重要意义。     

高校辅导员职业倦怠问题研究

随着高校教育改革的不断深入,高校办学规模和实际招生人数都在逐年增加,高校办学水平和效果都在稳步提升。然而就现在的形式来看,高校辅导员在日常工作中普遍存在职业倦怠,这样就导致辅导员队伍的构建、学生综合能力的提升以及思想政治教育方面都受到很大影响。文章对现阶段高校辅导员自身所存在的职业倦怠问题进行深入分析,进一步探究应对职业倦怠现象的对策,希望能够提升辅导员的工作动力。     

The impact of student characteristics and teacher efficacy on teachers’ predictions of student success

This study examined how the interaction between student and teacher characteristics affects teachers’ predictions of students’ academic and social success. Three hundred and eighty-four general education teachers responded to (a) one of 32 possible case studies describing a student, in which gender, reading achievement, social behavior, and attentiveness were manipulated experimentally and (b) to a 16-item teacher-efficacy scale. Results showed that (1) teachers with high efficacy make less negative predictions about students, and seem to adjust their predictions when student characteristics change, while low efficacy teachers seem to be paying attention to a single characteristic when making their predictions. (2) All teachers respond similarly to students who exhibit a combination of aggressive and inattentive behaviors, that is, if students are friendly, inattentiveness is tolerated more than if they are aggressive. (3) All teachers make higher predictions of academic success for students reading on grade level even when they are aggressive, than for students reading below grade level even when they are friendly. The authors discuss the importance of attending to the complexity of characteristics each student brings in to the classroom.     

Assessment of counselling needs: A comparative study of the perceptions of primary school teachers in Lesotho and Malaysia

In this paper the results of a study conducted to determine the perception of counselling needs by primary school teachers in Malaysia and Lesotho are reported. To this end, teachers were asked about the special needs of students they teach, how they cope with these students, what assistance they would like to have in teaching, and the best approach for dealing with student concerns. Teachers in Lesotho are dealing with larger numbers of special needs students and thus are having more difficulties than Malaysian teachers. Malaysian teachers appeared to be more interested in improving their teaching effectiveness. There was some variation in the perceptions of how to best deal with student concerns.     

中美高校学生事务管理比较及启示

中美高校学生事务管理从发展过程、内容到特点存在很大差异,通过对两者的比较研究,提出了提高我国学生事务管理水平的几点建议：树立以学生为本的服务理念、在学生事务管理中加强学生的自主性和加强学生事务管理队伍建设。     

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction

Students’ perceptions of instruction are important because they direct the learning of students. The fact that teachers have only limited knowledge of these perceptions is likely to threaten the effectiveness of learning, because congruence between interpretations of an instructional intervention is necessary for its optimal use. This study examines participatory design as a strategy for taking student perceptions into account in instructional re/design. Participatory design meetings of groups of teachers and seven co-designing students in a secondary education setting identified changes to improve the regular education process. The results on changes in student perceptions, perceived-desired discrepancy, and teacher–student disagreement showed some improvement for the co-designers but, unexpectedly, limited or even negative effects for the non-co-designing students. Possible causes are discussed. Participatory design seems to have potential for improving education, but further research is needed.     

关于高校学生干部队伍廉洁建设的思考

高校学生干部是高校团学工作骨干,起着下情上传,上情下达,联系学校与学生的桥梁纽带作用。高校学生干部客观上还存在思想功利化、言行官僚化等问题。加强高校学生干部队伍廉政建设,应注重公平化参与、制度化管理、公开化评比,同时加强学生干部思想引导,树立廉洁奉公的服务意识。     

The Value-Driven Meaning of Grades

A multiple case study approach was used to investigate how grades were assigned by teachers and used by students and parents. This study reported that the interpretation and use of a grade is driven by the value students, parents, and teachers attach to grades. Because high grades were valued, students faced negative consequences for low grades. Parents and teachers, therefore, used grades to control student performance of those students who also valued high grades. Students who did not value grades were controlled by other outside factors they valued. Parents and teachers used both reward and coercive power to control expected student outcomes. This exertion of power resulted in students not valuing the learning process. Instead, they were motivated to perform to receive an extrinsic reward or a high grade and to avoid punishments from things they valued.     

Relations of Student Perceptions of Teacher Oral Feedback With Teacher Expectancies and Student Self-Concept

In this article, the authors investigated the relations of students’ perceptions of teachers’ oral feedback with teacher expectancies and student self-concept. A sample of 1,598 Taiwanese children in Grades 3 to 6 completed measures of student perceptions of teacher oral feedback and school self-concept. Homeroom teachers identified students for whom they had high or low expectancies. Discriminant analysis indicated student perceptions of positive and negative academic oral feedback were more important than nonacademic feedback in predicting teacher expectancies. A 2-way multivariate analysis of variance showed that boys perceived more negative oral feedback than did girls, and fifth-grade students perceived more negative oral feedback on academic and nonacademic domains than did the third- and fourth-grade students. Furthermore, structural equation modeling results indicated a particularly strong relation between positive academic oral feedback and academic self-concept.     

建立国家开放大学学生归属感的有效措施

文章以国家开放大学的建设为背景,从学生工作角度论述了建立学生学校归属感的有效措施.通过文献分析,列举了地方电大开展的有助于建立学生学校归属感的学生工作项目,并且实地调研了解学生对学生工作的需求及建议.在此基础上,对国家开放大学的学生工作提出了几点建议,认为促进学生的学校归属感,对国家开放大学的建设有一定的帮助作用.     

大学生骨干队伍的培养及其对策研究

大学生骨干队伍是大学生群体的领头羊和标杆,更是师生间的桥梁和纽带,学生骨干队伍在学生管理和思想政治教育中发挥着极其重要的作用。文章分析了新形势下高校学生干部的现状,讨论如何选拔、培养和使用好学生干部,并就学生骨干队伍的建设机制提出一些建议和对策。     

The impact of student feedback on teaching in higher education

Receiving feedback from students has become a normal part of life for university teachers worldwide. This puts pressure on them from several sides and may be an influential factor that leads them to tailor their teaching to students’ preferences. The aim of this study was to investigate teachers’ perceptions of student feedback and how it affects their teaching choices. A survey was sent out to all teachers at the School of Business, Economics and Law at the University of Gothenburg, Sweden. The study found that student feedback is perceived positively by university teachers, has a large impact on their teaching and helps improve courses. Student feedback pushes teaching in the direction of fewer lectures and more tutorials, seminars and case studies. Teachers receiving negative student feedback experience more negative feelings related to the feedback, and are also more likely to introduce unjustified changes to their teaching in order to please students. These teachers also tend to have less teaching experience. However, a very large majority of teachers have a high level of professional pride and integrity and do not make (as they perceive them) unjustified changes to their teaching.