教师职业倦怠与归因的关系探讨

心理与行为研究 ›› 2006, Vol. 4 ›› Issue (2): 139-142.

教师职业倦怠与归因的关系探讨

王国香,刘长江,伍新春

山东省青岛十一中学,青岛 266001; 沈阳师范大学人力资源开发与管理科学院,沈阳 110034; 北京师范大学心理学院,北京 100875

收稿日期:2004-07-05 出版日期:2006-06-20 发布日期:2015-01-21
作者简介:王国香,女,北京师范大学心理学院硕士。Email: guoxiangw123@sohu.com。伍新春,男,北京师范大学心理学院教授,博士生导师。
基金资助:
本研究得到教育部人文社会科学规划博士点基金03JB88001项目的资助

RELATIONSHIP BETWEEN JOB BURNOUT AND ATTRIBUTION AMONG MIDDLE SCHOOL TEACHERS

Wang Guoxiang,Liu Changjiang,Wu Xinchun

Qingdao No. 11 Middle School in Shandong Province, Qingdao 266001; School for Management and HRD, Shenyang Normal University, Shenyang 110034; School of Psychology, Beijing Normal University, Beijing 100875

Received:2004-07-05 Online:2006-06-20 Published:2015-01-21

摘要/Abstract

摘要： 教师职业倦怠问题越来越受到国内外教育研究者的关注。本研究检验归因对教师倦怠的影响。采用教师职业倦怠量表与归因问卷调查170名中学教师。结果表明,中学教师的情绪倦怠程度并不高,但仍有一定比例的教师体验较严重的倦怠状态;内控性与机遇两个控制源与倦怠3个维度之间的相关达到显著水平,权势只与去个性化维度之间的相关达到显著水平;并且,只有内控性与机遇显著地预测了职业倦怠的三个维度。

关键词: 职业倦怠, 归因, 中学教师

Abstract: The issue of teacher burnout has become a hot topic for research. The study examined the effect of attribution on teacher burnout. 170 middle school teachers filled out the questionnaires. Results showed that degree of total teacher burnout was not serious in spite that a small ratio of teachers was experiencing relevantly heavy burnout. Internality and chance significantly correlated with the three dimensions of burnout: emotional exhaustion, personal accomplishment and depersonalization, while power only significantly correlated with depersonalization. Regression analysis revealed that only internality and chance significantly predicted three burnout dimensions.

Key words: job burnout, attribution, middle school teacher

中图分类号:

G443

王国香,刘长江,伍新春. 教师职业倦怠与归因的关系探讨[J]. 心理与行为研究, 2006, 4(2): 139-142.

Wang Guoxiang,Liu Changjiang,Wu Xinchun. RELATIONSHIP BETWEEN JOB BURNOUT AND ATTRIBUTION AMONG MIDDLE SCHOOL TEACHERS[J]. Studies of Psychology and Behavior, 2006, 4(2): 139-142.

参考文献

[1] Chan D W. Hardiness and its role in the stress-burnout relationship among prospective Chinese teachers in Hong Kong. Teaching and Teacher Education, 2003, 19(4): 381~395
[2] Kalliath T J, O′Driscoll M P, Gillespie D F, et al. A test of the Maslach Burnout Inventory in three samples of healthcare professionals. Work and Stress, 2000, 14(1): 35~50
[3] Maslach C, Jackson S E. The measurement of experienced burnout. Journal of Occupational Behavior, 1981, 2(2): 99~113
[4] Aluja A, Blanch A, García L F. Dimensionality of the Maslach Burnout Inventory in school teachers: A study of several proposals. European Journal of Psychological Assessment, 2005, 21(1): 67~76
[5] Cordes C L, Dougherty T W. A review and an integration of research on job burnout. Academy of Management Review, 1993, 18(4): 621~656
[6] Gist M E, Mitchell T R. Self-efficacy: A theoretical analysis of its determinants and malleability. Academy of Management Review, 1992, 17(2): 183~211
[7] Farber B A. Crisis in education: stress and burnout in the American teacher. CA: Jossey-Bass lnc., Publisher, 1991
[8] 王国香, 刘长江, 伍新春. 教师职业倦怠量表的修编. 心理发展与教育. 2003, 19(3): 82~86
[9] 汪向东, 王希林, 马弘编. 心理卫生评定量表手册（增订版）. 1999
[10] 赵玉芳, 毕重增. 中学教师职业倦怠状况及影响因素的研究. 心理发展与教育. 2003, 19(1): 80~84
[11] 伍新春, 曾玲娟, 秦宪刚, 郑秋. 中小学教师职业倦怠的现状及相关因素研究. 心理与行为研究. 2003, 1(4): 262~267
[12] Fernet C, Guay F, Senécal C. Adjusting to job demands: The role of work self-determination and job control in predicting burnout. Journal of Vocational Behavior, 2004, 65(1): 39~56
[13] Benassi V A, Sweeney P D, Dufour C L. Is there a relation between locus of control orientation and depression? Journal of Abnormal Psychology, 1988, 97(3): 357~367
[14] Jeans B A. School effectiveness and teacher education: Matters of judgment. Unicorn, 1992, 18(2): 30~37

[1]	李鹏, 张志超, 杨洋, 杨佳奇, 李洪玉. 工作压力对中小学教师职业倦怠的影响：情绪劳动和工作满意度的链式中介作用[J]. 心理与行为研究, 2022, 20(3): 412-418.
[2]	朱海, 宋香, 周云, 杨晓平, 田泽永. 职业压力对西部山区中小学教师主观幸福感的影响：有调节的中介模型[J]. 心理与行为研究, 2022, 20(1): 115-121.
[3]	姚崇, 惠琪, 王媛, 席海莎, 雒朝梁. 公费师范教师社会支持与职业倦怠的关系探究[J]. 心理与行为研究, 2021, 19(6): 816-823.
[4]	黄明明, 陈丽萍, 郭莉萍, 赵守盈. 工作-家庭冲突与幼儿教师离职意向的关系：职业认同感与职业倦怠的序列中介作用[J]. 心理与行为研究, 2021, 19(5): 679-686.
[5]	朱文凤, 夏凌翔. 大学生神经质纵向预测攻击行为的时间路径模型：敌意归因偏向和愤怒沉浸的双向中介作用[J]. 心理与行为研究, 2021, 19(3): 396-402.
[6]	李喜乐, 孙安琪, 高平圆, 晏妮. 母亲的情景特异性归因与儿童问题行为：儿童消极情绪的调节作用[J]. 心理与行为研究, 2021, 19(1): 74-81.
[7]	韩含, 李积鹏, 刘玉琳, 宋文翠. 学习不良初中生学业成败的归因训练研究[J]. 心理与行为研究, 2019, 17(4): 529-535.
[8]	缪佩君, 谢姗姗, 陈则飞, 连榕. 幼儿教师心理弹性与职业倦怠的关系：大五人格的中介效应[J]. 心理与行为研究, 2018, 16(4): 512-517.
[9]	董会芹, 张文新. 童年中晚期同伴侵害与情绪适应：归因的中介作用[J]. 心理与行为研究, 2017, 15(5): 654-662.
[10]	黄旭, 王钢, 王德林. 幼儿教师组织支持和职业压力对离职意向的影响：职业倦怠的中介作用^*[J]. 心理与行为研究, 2017, 15(4): 528-535.
[11]	林赞歌, 连榕, 邓远平, 林荣茂. 制造业员工社会支持、职业倦怠与生活满意度的关系[J]. 心理与行为研究, 2017, 15(1): 108-112.
[12]	轩希,徐晟,陈灜,王梦娇,吴捷. 舞动治疗对高校辅导员职业倦怠的干预研究[J]. 心理与行为研究, 2016, 14(5): 697-700.
[13]	谢丽丽,徐慧芳,姜媛,方平. 情绪的确定性评价对信息加工的影响[J]. 心理与行为研究, 2016, 14(3): 305-310.
[14]	刘志军, 刘旭, 李维. 初中生乐观归因风格与抗挫折能力：自尊的中介作用^*[J]. 心理与行为研究, 2016, 14(1): 64-69.
[15]	刘建平, 付丹. 高校教师的职业倦怠与心理健康关系:心理资本的中介与调节作用[J]. 心理与行为研究, 2013, 11(6): 765-769.