Pablo Fernández-Arias, Álvaro Antón-Sancho, César J Antona, Diego Vergara
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引用次数: 0
Abstract
Background: Because of the pandemic, it has been suggested that motivation and job performance may have declined in various professional groups, a phenomenon known as quiet quitting. This study focuses on understanding this issue and its broader effect within the educational sector.
Objective: This study analyses work motivation, work behavior, and psychic structure in a sample of university professors from Latin American and Caribbean countries.
Design: A total of 612 professors from Argentina, Bolivia, Ecuador, El Salvador, Honduras, Panama, Paraguay and Peru participated in the study. Of the total sample, 379 (61.93%) of them were female. A subset of nine questions from the Bochum Inventory of Personality and Skills (BIP; Arribas et al., 2006) was used as the research instrument. The evaluation employed a cross-sectional multivariate factorial design.
Results: The data revealed high overall scores and suggested a general profile of motivation, commitment and personal stability. Among the most salient results linked to years of teaching experience, statistically significant differences were observed between teachers at the beginning and end of their working careers compared to the scores obtained in the intermediate years of experience. The lowest scores derived from the majority of dependent variables were found among teachers with the least work experience. In contrast, teachers with more than 25 years of teaching experience presented the highest values in those constructs such as emotional stability and self-confidence. The area of subject matter which teachers taught (technical or humanistic) also significantly influenced the main variables evaluated.
Conclusion: The evaluated university teachers did not present problems in terms of work motivation, work behavior and psychological structure. In other words, overall, they do not align with the phenomenon described as quiet quitting. However, the first years of teaching experience may be the most challenging for teachers to navigate, a factor that institutions may want to consider.
背景：由于大流行，有人认为，在各种专业群体中，动机和工作表现可能有所下降，这种现象被称为“安静辞职”。本研究的重点是了解这一问题及其在教育部门的广泛影响。目的：分析拉丁美洲和加勒比国家大学教授的工作动机、工作行为和心理结构。设计：共612位来自阿根廷、玻利维亚、厄瓜多尔、萨尔瓦多、洪都拉斯、巴拿马、巴拉圭和秘鲁的教授参与了研究。其中女性379人，占61.93%。从波鸿人格与技能量表（BIP; Arribas et al., 2006）中选取9个问题作为研究工具。评价采用了横断面多因素因子设计。结果：数据显示了高的整体得分，并表明了动机，承诺和个人稳定性的总体概况。在与多年教学经验相关的最显著的结果中，统计上显著的差异被观察到教师在其工作生涯的开始和结束之间，与在其工作经验的中间年份获得的分数相比。从大多数因变量中得出的最低分数是在工作经验最少的教师中发现的。相比之下，具有25年以上教学经验的教师在情绪稳定和自信等构念中表现出最高的价值。教师所教授的学科领域（技术或人文）也显著影响了评估的主要变量。结论：被评价高校教师在工作动机、工作行为和心理结构方面均不存在问题。换句话说，总的来说，他们不符合所谓的“安静辞职”现象。然而，对于教师来说，第一年的教学经验可能是最具挑战性的，这是院校可能想要考虑的一个因素。
期刊介绍：
Established in 2008, the Russian Psychological Society''s Journal «Psychology in Russia: State of the Art» publishes original research on all aspects of general psychology including cognitive, clinical, developmental, social, neuropsychology, psychophysiology, psychology of labor and ergonomics, and methodology of psychological science. Journal''s list of authors comprises prominent scientists, practitioners and experts from leading Russian universities, research institutions, state ministries and private practice. Addressing current challenges of psychology, it also reviews developments in novel areas such as security, sport, and art psychology, as well as psychology of negotiations, cyberspace and virtual reality. The journal builds upon theoretical foundations laid by the works of Vygotsky, Luria and other Russian scientists whose works contributed to shaping the psychological science worldwide, and welcomes international submissions which make major contributions across the range of psychology, especially appreciating the ones conducted in the paradigm of the Russian psychological tradition. It enjoys a wide international readership and features reports of empirical studies, book reviews and theoretical contributions, which aim to further our understanding of psychology.
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