同理心如何影响学前教育教师的倦怠感?
Yuanqing He1, Xiaowen Li2, Xin Wang1
1School of Educational Science, Anhui Normal University, Wuhu, China.
Psychology, health & medicine
|February 24, 2025
概括
幼儿园教师的同情心与倦怠有着强大而曲线的联系. 高同情心最初会增加燃烧,但后来会减少,受心理安全和组织支持的影响.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 职业健康 职业健康 职业健康
背景情况:
- 幼儿园教师面临着独特的压力因素,影响他们的福祉.
- 了解同情和倦怠之间的复杂关系对于这个专业至关重要.
- 现有的研究往往忽略了涉及的细微,非线性动力学.
研究的目的:
- 强有力的检查在学前教育教师的同情心-燃烧关系.
- 通过先进的统计方法来调查这种关系的曲线性质.
- 探索心理安全的调解作用和感知到的组织支持的调节作用.
主要方法:
- 对2651名学前教育教师的调查数据进行多元风格分析,以确认关系的稳定性.
- 在324名幼儿园教师的三波调查中,使用多项式回归和响应表面分析.
- 在工作需求-资源 (JD-R) 框架内评估心理安全调解和感知到的组织支持调节.
主要成果:
- 幼儿园教师的同理心-倦怠联系被证实是强大的,具有相当大的效果大小.
- 发现了一个显著的曲线关系:同情心最初增加了倦怠,然后减少了它.
- 心理安全线性介导了同情心-倦怠的联系,而感知到的组织支持则调节了同情心-心理安全的联系.
结论:
- 同理心与倦怠的关系不是线性的,而是曲线性的,为教师福祉提供了新的见解.
- 心理安全和感知到的组织支持在缓解倦怠方面发挥着至关重要的作用.
- 这些发现扩展了工作需求-资源 (JD-R) 理论,并为学前教师心理健康提供了信息.
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