环境敏感度的个体差异在教师的压力和在工作中的倦怠中的作用
A Sperati1, M E Persico1,2, R Palumbo1
1Department of Neurosciences, Imaging, and Clinical Sciences, University G. d'Annunzio, Chieti-Pescara, Italy.
概括
高度敏感的教师 (SPS) 经历更多的倦怠,特别是高压力. 然而,支持性的学校环境可以减少这些教育工作者的倦怠.
科学领域:
- 职业健康心理学 职业健康心理学
- 教育心理学教育心理学
背景情况:
- 教师面临着严重的职业压力和倦怠.
- 感官处理敏感性 (SPS) 是一种与压力和情绪疲劳相关的个体特征.
- 对于教育工作者对SPS及其与倦怠的联系的理解有限.
研究的目的:
- 调查SPS与教师倦怠之间的关联.
- 检查感知压力和学校气候对SPS-burnout关系的缓和作用.
主要方法:
- 198名教师 (平均年龄为44.3岁,94%为女性) 完成了自我报告措施.
- 感官处理敏感度 (SPS) 的评估水平,职业倦怠,感知压力和学校气候.
主要成果:
- 增加的SPS与增加的倦怠显著相关,特别是在高度感知压力下.
- 高SPS的教师报告说,当他们体验到积极和支持性的学校气候时,燃烧率较低.
- 这表明SPS可以在高压环境中起到脆弱的作用,但在支持性环境中起到强大的作用.
结论:
- 个人差异,如SPS,显著影响教师对工作场所压力和环境的反应.
- 考虑到SPS的定制支持计划对于减轻教育工作者的倦怠至关重要.
- 促进积极的学校气候可以提高高度敏感的教师的福祉.
关键词:
燃烧症是什么?燃烧症是什么?燃烧症是什么?教育教育教育教育的教育.环境敏感性 环境敏感性学校的气候学校的气候感官处理灵敏度 感官处理灵敏度压力就是压力,压力就是压力.教师教师的教师教师的教师教师的教师.更多相关视频
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