为教师的情感能力和幸福感提供心理资源和干预措施:系统审查
Brenda Cervellione1, Ester Maria Concetta Lombardo1, Calogero Iacolino1
1Department of Human and Social Sciences, Kore University of Enna, Enna, Italy.
情绪智能和反思功能可以保护教师免受疲劳. 促进教育教育和教育培训的干预措施提高了教师的福利和工作满意度,提高了专业的可持续性.
科学领域:
- 教育心理学
- 职业健康心理学
背景情况:
- 教师面临着严重的情绪和组织压力,
- 情绪智能 (EI) 和反思功能 (RF) 被认为是关键的保护因素.
研究的目的:
- 系统地审查关于EI,RF和教师福祉之间的关系的经验研究.
- 综合心理干预和观察研究的发现.
主要方法:
- 按照PRISMA 2020指南进行系统审查.
- 通过EBSCOhost,PubMed和谷歌学者 (2010-2024) 进行的搜索.
- 包括42个经验研究:心理干预和观察研究.
主要成果:
- 针对情绪调节和正念的干预措施提高了教师的情绪能力和弹性.
- 劳动力和RF与减少倦怠和改善生活质量 (QoL) 有关.
- 方法异质性和有限的纵向数据影响概括性.
结论:
- 促进心理资源和结构化干预对于教师的福祉至关重要.
- 未来的研究需要基于证据的实践标准化,纵向和文化敏感的设计.
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