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相关概念视频

Sources of Self-Esteem II: Performance Feedback01:24

Sources of Self-Esteem II: Performance Feedback

187
Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem:...
187
Benefits of Self-Esteem01:25

Benefits of Self-Esteem

185
Self-esteem—an individual's overall evaluation of their worth—plays a complex role in psychological functioning and well-being. It is often associated with many positive traits, such as confidence, optimism, and perseverance. Individuals with high self-esteem typically experience better sleep, manage peer pressure more effectively, and report greater life satisfaction. Conversely, low self-esteem has been consistently linked with increased risks of depression, anxiety, and poor...
185
Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

5.7K
Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
5.7K
Amplifying Signals via Second Messengers01:15

Amplifying Signals via Second Messengers

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Many receptor binding ligands are hydrophilic; they do not cross the cell membrane but bind to cell-surface receptors. Thus, their message must be relayed by second messengers present in the cell cytoplasm. There are several second messenger pathways, each with its own way of relaying information. For example, the G protein-coupled receptors can activate both phosphoinositol and cyclic AMP (cAMP) second messenger pathways. The phosphoinositol pathway is active when the receptor induces...
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Community Based Intervention01:30

Community Based Intervention

281
Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
281
Self-Regulation01:25

Self-Regulation

226
Self-regulation, also known as self-control, encompasses a range of cognitive and behavioral processes that allow individuals to adjust their internal states and outward actions to align with socially acceptable norms and long-term goals. It plays a fundamental role in adaptive functioning, from resisting impulsive behaviors to persisting through challenging tasks. While its benefits are widely recognized, self-regulation is not limitless. Muraven and Baumeister's theory posits that...
226

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相关实验视频

Updated: Jan 18, 2026

Mindfulness in Motion MIM: An Onsite Mindfulness Based Intervention MBI for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement
12:22

Mindfulness in Motion MIM: An Onsite Mindfulness Based Intervention MBI for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement

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在教育工作者福利倡议中放大我们的声音

Sierra M Trudel1, Natalie R Charamut2, Spencer D Perry2

  • 1Marist College.

Communique
|September 10, 2025
PubMed
概括

学校心理学家可以通过教育者福利计划领导员工福利计划. 该计划使他们能够识别教育工作者的压力,并制定有效的基于学校的福祉策略.

科学领域:

  • 教育心理学教育心理学
  • 职业健康心理学 职业健康心理学

背景情况:

  • 教育工作者的压力对幸福感和工作表现产生重大影响.
  • 学校心理学家拥有的技能对于解决员工心理健康至关重要.

研究的目的:

  • 概述学校心理学家在领导员工福利倡议中的作用.
  • 引入教育者福利计划作为学校干预措施的框架.

主要方法:

  • 教育者福利计划提供了一个结构化的方法.
  • 专注于识别压力贡献者和制定有针对性的战略.

主要成果:

  • 学校心理学家处于有利地位,能够支持和领导这些倡议.
  • 该计划使心理学家能够有效地与教育工作者接触.

结论:

  • 学校心理学家是促进教育工作者福祉的重要领导者.
  • 教育者福利计划为学校提供了一个实用的模型.

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