心理社会风险因素和教师疲劳:情绪智能能有所作为吗?
Carla Barros1, Carina Fernandes1, Pilar Baylina2
1Faculty of Human and Social Sciences, University Fernando Pessoa, Praça de 9 de Abril 349, 4249-004 Porto, Portugal.
International journal of environmental research and public health
|September 27, 2025
概括
这项研究发现,教师的情绪智力并不能缓解工作场所风险和倦怠之间的联系. 干预措施应侧重于组织因素,以有效打击教师倦怠.
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
- 组织行为 组织行为
背景情况:
- 教学在情感和认知上都很苛刻.
- 在中学教育中,教师倦怠是一个很大的问题.
- 了解影响倦怠的因素对于教师福祉至关重要.
研究的目的:
- 研究情绪智能 (EI) 在中学教师中心理社会风险因素和倦怠之间的关系中起的调节作用.
- 确定EI是否影响工作场所压力因素对教师倦怠的影响.
- 探索教学职业中潜在的防护机制,防止教学职业的倦怠.
主要方法:
- 对215名中学教师进行了一项横截面的在线调查.
- 使用燃烧评估工具 (BAT-23) 评估了燃烧状态.
- 心理社会风险因素是通过健康和工作调查 (INSAT) 来衡量的.
- 使用Wong和Law情绪智力量表 (WLEIS-P) 评估了情绪智力.
- 使用PROCESS宏观进行调解/适度分析.
主要成果:
- 心理社会风险因素显著预测了更高的倦怠症状 (B = 0.313,p = 0.001).
- 情绪智能没有显著预测燃烧独立 (B = 0.176,p = 0.364).
- 心理社会风险和情绪智力之间的相互作用并不显著 (B = 0.000,p = 0.995),表明没有缓解效应.
结论:
- 情绪智能并不能调节心理社会风险与教师倦怠之间的关系.
- 教师的倦怠主要是由心理社会风险驱动的,并没有受到EI的缓冲.
- 解决教师倦怠问题需要采用整体方法,重点关注组织决定因素和系统干预.
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