高校辅导员积极心理品质与工作倦怠的关系研究

目的:了解高校辅导员工作倦怠现状,探讨积极心理品质与高校辅导员工作倦怠的关系。方法:采用工作倦怠问卷(MBI-ES)及24种积极人格问卷(VIA-IS)对陕西某高校67名专职辅导员进行调查。结果:(1)大部分辅导员的工作倦怠状况表现为低程度的人格解体,中等程度的情感耗竭,以及高程度的个人成就感降低;(2)工作倦怠与一些积极心理品质有显著相关。     

Student Engagement and School Burnout in Finnish Lower-Secondary Schools: Latent Profile Analysis

Self-ratings of behavioural engagement, cognitive engagement and school burnout were used in person-centred analyses to identify latent profiles among 2,485 Finnish lower-secondary school students. Three profiles were identified: high-engagement/low-burnout (40.6% of the sample), average-engagement/average-burnout (53.9%), and low-engagement/high-burnout (5.5%). Another sample of lower-secondary school students was used to validate the 3 profiles. The factors most strongly associated with the high-engagement/low-burnout profile of lower-secondary school students’ were high levels of support from teachers and family, good academic performance, and lack of truancy. The study indicated that teacher and family support and students’ academic achievement are pivotal in understanding student engagement and school burnout.     

An analysis of burnout and job satisfaction among Turkish special school headteachers and teachers,and the factors effecting their burnout and job satisfaction

This study explores issues of burnout and job satisfaction among special school headteachers and teachers in Turkey. The purpose of the study is to determine whether there is a difference between headteachers' and teachers' burnout and job satisfaction in terms of work status, gender and work experiences, and to analyse the factors effecting their burnout and job satisfaction. In this paper, a quantitative approach has been used: 295 subjects (33 special school headteachers and 262 special school teachers) responded to the survey. As the research instruments, the Job Satisfaction Scale and Maslach Burnout Inventory were used to measure job satisfaction and burnout levels in terms of the dimensions of emotional exhaustion, depersonalization and personal accomplishment. The study results indicated that special school headteachers felt less personal accomplishment than special school teachers. However, there were no significant differences between headteachers and teachers on two burnout dimensions, namely emotional exhaustion and depersonalization, and job satisfaction. In terms of gender, males have less emotional exhaustion and personal accomplishment but higher depersonalization than their female counterparts. Females have higher job satisfaction than their male counterparts. In relation to their work experiences, more experienced subjects have higher emotional exhaustion and depersonalization than their less experienced colleagues, and also less job satisfaction than less experienced counterparts. However, more experienced subjects who participated in the study felt higher personal accomplishment than the others.     

Impact of the Good Behavior Game on special education teachers

This study tested effects of a program that offers teachers universal classroom management strategies, on teachers’ burnout symptoms and self-efficacy, and their teaching behaviors. Data were collected from 147 teachers (mean age = 38.4 years, SD = 10.8) in 15 special secondary education schools for students with emotional and behavioral problems, at the start and end of the school year. Schools were randomly assigned to the experimental condition or a care-as-usual condition. Results show that the program impacted beneficially on self-reported levels of emotional exhaustion, and self-efficacy in engaging students and in classroom management, but not on teaching behaviors. Implications of this study for the professional development of teachers in special education and research are discussed.     

从百叶窗射进的悲剧性--《约伯记》中的悲剧成分与古希腊悲剧的几点异同

<圣经·约伯记>与古希腊悲剧有着深刻的历史渊源,其虽不是真正意义上的悲剧,但是具有天然的和从古希腊悲剧中继承来的悲剧成分.<约伯记>与古希腊悲剧在命运、神、人的关系上,既有着相通之处,也有不同之处,体现了不同的文化对于智慧的不同理解.<约伯记>与古希腊悲剧对于悲剧苦难的体现与认识也有着不同的看法和处理方式.     

高校英语专业学生学业疲惫感的现象解读与应对策略

学业疲惫感是目前高校英语专业学生出现的较为常见的现象之一。学业压力、心理压力导致学生出现课堂沉默、厌学等各种被动的学习行为。本研究从学生视角针对大连外国语大学英语专业学生的学业疲惫问题进行深入探讨,分析其表现及原因并针对成因提出合理有效的解决对策,促进师生间沟通,改变消极状态,改进学习方法,完成大学学业。     

中学教师职业倦怠的工作要求—资源模型

该研究提出了中学教师职业倦怠的工作要求—资源模型。采用问卷调查法,对中学教师的职业倦怠状况进行分析,考察了几种人口统计学变量之间的差异,并探讨了工作条件与职业倦怠各维度之间的关系。结果发现,工作要求对情感衰竭和去人格化维度有显著的影响;工作资源对职业倦怠的三个维度均有比较显著的影响作用。     

高校教师的职业倦怠的成因与对策

职业倦怠是当前心理学界普遍关注的一个问题,是由于压力长期积累而形成的紧张状态。文章探讨了职业倦怠对高校教师的影响,并进一步阐述了引发高校教师职业倦怠的压力源,通过员工援助计划、职业生涯计划、改革高校管理体制提升教师公平感、自我调节等措施,可以预防和缓解职业倦怠,在一定程度上将对我国高等教育的发展具有重要意义。     

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.     

The Costs and Benefits of Early Sport Specialization: A Critical Review of Literature

ABSTRACT

There is a growing trend toward specialization in American youth sport, evident in the number of elite youth competitions and position statements from major medical organizations. Despite growing interest on this topic for kinesiology professionals within higher education, there is a dearth in research regarding the relationship between specialization and athlete health outcomes, especially psychosocial outcomes. This critical review describes specialization theory and the limited extant research on the costs and benefits of single-sport specialization. Topics include: (a) the proposed benefits of specialization from the performance perspective; (b) early specialization and alternative sport participation pathways; (c) the posited psychosocial and physical health risks of sport specialization; (d) ethical concerns; and (e) methodological issues and recommendations for future research. Deeper understanding of the costs and benefits of sport specialization has significant practical implications for youth athletes’ performance and well-being and for other relevant stakeholders in the youth sport system.