摘要
采用核心自我评价量表、应对方式问卷、工作倦怠量表对广州市425名小学教师进行问卷调查,考察核心自我评价对小学教师工作倦怠的影响以及应对方式在其中所起的中介作用。结果表明:(1)核心自我评价对小学教师的情感耗竭、人格解体、成就感降低都具有显著的负向预测作用。(2)应对方式在核心自我评价对小学教师工作倦怠的影响中起着中介作用。其作用路径为:核心自我评价直接和通过积极应对和消极应对间接影响情感耗竭,核心自我评价通过积极应对和消极应对间接影响人格解体,核心自我评价直接和通过积极应对间接影响成就感降低。
To explore the relationship between core self-evaluation and job burnout,and also the mediating effects of coping style,425 primary school teachers in Guangzhou were selected to fill questionnaires of Core Self-evaluation Scale（CSES）,Trait Coping Style Questionnaire（TCSQ）,and Chinese Maslach Burnout Inventory（CMBI）.The results indicated as follows：（1） Core self-evaluation had negative predictions to emotional exhaustion,depersonalization and reduced personal accomplishment;（2） Coping style mediated the effect of core self-evaluation on job burnout.Specifically,positive coping style partially mediated the impact of core self-evaluation on emotional exhaustion and reduced personal accomplishment,and fully mediated the relationship between core self-evaluation and depersonalization.Meanwhile,negative coping style partially mediated the relationship between core self-evaluation and emotional exhaustion,and wholly mediated the effect of core self-evaluation on depersonalization.
出处
《心理发展与教育》
CSSCI
北大核心
2011年第2期188-194,共7页
Psychological Development and Education
基金
广东省普通高校人文社会科学重点研究基地项目重大课题(09Jdxmxlx01)
广州市教育科学"十一五"规划课题(07B098)
关键词
核心自我评价
应对方式
情感耗竭
人格解体
成就感降低
core self-evaluation
coping style
emotional exhaustion
depersonalization
reduced personal accomplishment
作者简介
通讯作者：郑雪，E-mail：zhengxue77@126.com
