摘要
研究基于扎根理论发现,角色压力通过职业倦怠这一中间变量,促使高校辅导员在工作中采取“留下”“流失”“留与流徘徊”三种策略。具体来说,高校辅导员面临着角色冲突、角色模糊、角色负荷、角色发展前景不佳及角色认同低等角色压力,并产生了情感耗竭、去人性化和成就感降低等职业倦怠表现。由此引发“积极适应”“压力逃避”和“消极摆烂”等行为策略。为了缓解辅导员的角色压力,增强辅导员队伍的稳定性,高校应完善管理制度,加强角色规范;深化角色认同,增强组织支持;创新分类培训,提高工作效率。
This grounded theory study reveals that the role stress,mediated by occupational burnout,drives university counselors to adopt three coping strategies:“staying,”“leaving,”or“wavering between the two.”Specifically,counselors face role pressures stemming from role conflict,role ambiguity,role overload,limited career prospects,and low role identity,which manifest as burnout through emotional exhaustion,depersonalization,and diminished personal accomplishment.These conditions trigger behavioral responses categorized as“active adaptation,”“stress avoidance,”or“passive disengagement.”To mitigate the role stress and enhance counselor retention,universities should refine management systems to clarify role expectations,strengthen organizational support to foster role identity,and implement differentiated training programs to improve work efficacy.
作者
冯阿芹
Feng Aqin(Anhui University,Hefei,Anhui 230039,China)
基金
教育部人文社会科学研究青年基金项目--“我国大学一流课程治理模式研究”,项目编号:22YJC880067。
作者简介
冯阿芹(1999-),女,贵州仁怀人,安徽大学在读研究生。
