压力观对教师情绪衰竭的影响机制研究:时间贫困的中介作用  

The Longitudinal Association between Stress Mindset and Emotional Exhaustion among Teachers:The Mediating Effect of Time Poverty

作　　者：刘田雨 王强[2] LIU Tianyu;WANG Qiang(Capital Normal University,Beijing 100048)

机构地区：[1]首都师范大学教育学院,100048 [2]首都师范大学初等教育学院,100048

出　　处：《教育科学研究》2024年第2期51-57,共7页Educational Science Research

基　　金：北京市教育科学规划2023年度优先关注课题“北京市中小学科学教育的现状与国际比较研究”(3059-0012)的成果之一。

摘　　要：教师是职业倦怠的高发群体,容易遭受情绪衰竭困扰,通过有效途径降低其情绪衰竭尤为关键。压力观是保护教师情绪的有效因素,但其影响情绪衰竭的内在机制尚不清晰。基于压力观理论和稀缺理论,时间贫困被认为是一个重要的潜在中介。因此设计两波点纵向研究,提出并检验中介模型,探讨压力观对中小学教师情绪衰竭的影响及时间贫困的中介作用。研究发现:压力观对教师情绪衰竭具有显著负向影响;时间贫困在压力观和情绪衰竭中起着部分中介作用。建议教师树立积极压力观以缓解教师职业倦怠;多方主体合力助教师时间减负,改善教师时间贫困问题。Teachers are a group with high incidence of job burnout and are prone to emotional exhaustion.To protect teachers'emotional exhaustion problems,the stress mindset is considered an effective tool.However,it remains unclear how stress mindset affects emotional exhaustion on an internal level.Based on stress mindset theory and scarcity theory,time poverty is considered to be a potential mediator.Therefore,we conduct a two-wave longitudinal study using data across time points,focusing on primary and secondary school teachers to examine the relationship between teachers'stress mindset,time poverty and emotional exhaustion.The results show that(1)stress mindset can directly and negatively predict emotional exhaustion;(2)time poverty can partially mediate the relationship between stress mindset and emotional exhaustion.It suggests establishing teachers'positive stress mindset to reduce their job burnout;multiple subjects work together to reduce teachers'time burden and improve their time poverty.

关 键 词：教师 压力观 时间贫困 情绪衰竭 

分 类 号：G625.1[文化科学—教育学]