参与的教师和福祉:倦怠度维度的调解作用
Giacomo Angelini1, Caterina Mamprin2, Ivan Borrelli3
1Department of Human Sciences, University of LUMSA, Rome, Italy.
Health psychology and behavioral medicine
|July 17, 2025
概括
教师的倦怠,特别是疲和心理压力,介绍了工作参与度和幸福感之间的联系. 了解这一点有助于为教育工作者创建更好的支持计划.
科学领域:
- 教育心理学教育心理学
- 职业健康 职业健康 职业健康
背景情况:
- 尽管有积极的参与,教师却面临着高燃烧风险.
- 工作参与积极影响教师的幸福感.
- 疲劳严重影响教育工作者的职业生活.
研究的目的:
- 调查在教师工作参与度和主观幸福感之间的关系中,倦怠的调解作用.
- 了解倦怠如何影响参与对教师福祉的积极影响.
主要方法:
- 一项涉及807名意大利教师的研究.
- 使用的自我报告工具:倦怠评估工具 (BAT),WHO-5福利指数和乌得勒支工作参与度表 (UWES-3).
主要成果:
- 疲劳显著介导了工作参与度和幸福感之间的关系 (β = -0.2162,p < 0.001).
- 心理困扰也影响了这种关系 (β = -0.2811,p < 0.001).
- 工作参与对幸福感有显著的总体影响 (β = 0.6409,p < 0.001).
结论:
- 倦怠,以疲和痛苦为特征,在工作参与如何影响教师福祉方面发挥着关键的调解作用.
- 这些发现有助于制定针对教师福祉的有针对性的培训和预防计划.
- 突出了教学职业中参与,倦怠和幸福感之间的复杂相互作用.
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