论教师职业倦怠的成因与对策

教师职业倦怠正逐渐从个人问题延伸为群体与制度问题,导致教师职业倦怠的根本因素,在于对教师个体需要,尤其是尊重的需要、安全的需要、个人价值实现的需要的忽视。为了避免教师的职业倦怠,为了激发教师的职业动机,既要关注教师的个体需要,也要利用工作本身来满足教师的职业追求。     

汉语职业称谓的时代走向

汉语职业称谓随着社会的发展变化呈现出国际化、地域化、缩略化、高雅化、类型化等特点。这种因时代发展而产生的文化流变现象根源于社会要素的作用和使用者的心理需求。正确认识这种现象,有助于理解、把握职业称谓的真正内涵。     

职业卫生学期刊发展现状分析

【目的】 了解我国职业卫生学期刊的发展特征和学科影响力,以期更好地为职业卫生期刊的发展服务。【方法】 收集7种职业卫生学期刊的基本情况、评价指标和国内科技核心期刊评价体系评价结果,并对其进行相关分析。【结果】 我国职业卫生学期刊具有网络化建设落后,国际化程度不高,大部分评价指标差距较明显且落后于我国其他类型期刊的特点。【结论】 我国职业卫生学期刊应以扩大期刊普及面、加强期刊网络化建设和提高期刊国际影响力为今后的发展方向,同时国家应加大相应的政策支持力度。     

高校辅导员职业幸福感培养探析

高校辅导员职业幸福感的培养是一个长期而艰巨的系统工程。影响辅导员职业幸福感要素的分析表明：进一步加强对辅导员的人文关怀、经济支持、技能培训和拓宽前景是高校培养辅导员职业幸福感的有效途径;而明晰角色定位、建立合理职业期待、完善个人社会支持系统、自我提升和学会寻找工作中的幸福则是辅导员自我培养职业幸福感的可行措施。     

Blue-collar work,career, and success: occupational narratives of Sisu

This study examined underground iron ore miners' occupational narratives to uncover how their stories socialize miners into blue-collar careers and reinforce their work identities. Through the root theme of sisu (Finnish for inner determination), underground miners create a status hierarchy that is used to construct a sense of pride around their work and to establish milestones of success for themselves and others in their workgroup. Furthermore, they communicatively construct exemplars that guide their performance and decisions during the unfolding of their work experiences. Their discourses provide alternatives to white-collar conceptualizations and practices of careers and success.     

Variations of Normal Children

Previous research indicates that academic emotions are largely organized along domain-specific lines. In the present study (N = 1,687; Grades 8/11), the authors explored the domain specificity of academic emotions in terms of the moderating influence of having the same versus a different course instructor across domains. The authors evaluated discrete emotions consisting of enjoyment, pride, anxiety, anger, and boredom as experienced in the academic domains of mathematics and physics. Consistent with previous findings, between-domain relations for these emotions were relatively weak. These relations were, however, significantly stronger in classes having the same instructor in mathematics and physics compared with classes having different instructors for each subject. Nevertheless, the between-domain relations in classes having the same instructor were not strong enough to disconfirm the domain-specific conceptualization of academic emotions. Last, the authors discuss directions for future research on additional factors potentially affecting the strength of between-domain relations of academic emotions.     

Factors affecting smartphone dependency among the young in China

With rapid adoption of smartphones globally, the negative consequences of excessive smartphone use and dependency, especially among the young, has garnered more public attention recently. This study investigated the factors influencing smartphone dependency among the young. Using the Individual Media Dependency (IMD) perspective, this study proposed an extended IMD model to examine the influencing roles of six IMD goals, three psychological traits (self-esteem, leisure boredom, and sensation seeking), and smartphone use on smartphone dependency. A survey based on stratified random sampling was used to collect data from young smartphone users at one main public university in China. Structural equation modeling was then employed to examine the fit of the data to the model. The results identified four smartphone dependency symptoms, i.e. inability to control cravings, escape, feeling anxious, and productivity loss, and revealed the mechanisms between IMD goals, psychological traits, and smartphone dependency. The results showed that different IMD goals had significant impacts on different aspects of smartphone use, while smartphone use did not have a direct effect on smartphone dependency. The study provided important information, as it was among the first few to provide valuable references for both academicians and practitioners concerning smartphone dependency, which is still rarely explored in China.     

Occupational branding for diversity: managing discursive contradictions

In line with recent efforts to increase the representation of women in the field of computing and information technology (I.T.), the National Center for Women and Information Technology has spearheaded an occupational branding campaign that seeks to encourage more women to enter this field. We use this campaign as a case study to investigate how representations of work in an occupational branding campaign (“official branding discourse”) compare with the ways in which practitioners represent this work (“unofficial branding discourse”). Through our analysis, we show that whereas the official branding discourse represents computing and I.T. as a field where women are valued, unofficial branding discourse represents this field as hostile to women. We then propose three avenues through which these contradictions can be managed: (1) acknowledging the challenges expressed by practitioners, while simultaneously discussing how to foster a more inclusive occupational culture, (2) changing the primary goal of the campaign from increasing the number of women in computing and I.T. to making the culture of computing and I.T. less hostile, and (3) committing fewer resources into organized branding campaigns and more resources into direct organizational interventions that seek to make work environments inclusive.     

The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context

The purpose of the present study was to explore the occupational commitment and quitting intention of practicing and pre-service teachers. We used a cross-sectional survey design to examine the impact of teachers’ self-efficacy, job stress, and contextual factors on occupational commitment and quitting intention of 434 practicing teachers and 379 pre-service teachers. Results revealed that similar factors—self-efficacy, job stress, and teaching context—influence the occupational commitment and quitting intention of practicing and pre-service teachers. Pre-service teachers displayed higher levels of commitment and less overall stress than practicing teachers. We conclude the article with implications for theory and practice, and suggest avenues to extend this line of career stage research.