学生的参与和不满对教师的幸福感重要吗?人与人之间和人与人之间影响的纵向研究

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Irena Burić , Aleksandra Huić , Izabela Sorić
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引用次数: 0

摘要

尽管人们对教师如何影响学生的学习动机有很多了解,但学生的参与对教师幸福的重要性却缺乏证据。此外,调查学生行为对教师影响的研究大多侧重于人与人之间的视角,而忽视了人与人之间的过程。因此,在本研究中,我们考察了感知到的学生行为和情感参与及不认同与教师幸福感(即工作满意度和情感衰竭)之间的纵向关联,承认了它们的波动性,并从人与人之间和人与人之间两个层面考察了关联。具体而言,我们开展了一项涉及 1141 名中学教师的全面板四波纵向研究,并采用随机截距交叉滞后面板模型法对数据进行了分析。在人与人之间的层面上,那些认为自己的学生在情感和行为上更投入,但在情感和行为上更不服气的教师,其工作满意度往往较高,情感衰竭程度较低。在个人内部层面上,学生情感投入程度高于通常水平与工作满意度高于通常水平和情感衰竭程度低于通常水平同时存在关联,而与厌学情绪有关的关联则显示出相反的模式。关于人内水平的纵向溢出效应,行为和情感投入正向预测工作满意度,而行为疏离负向预测工作满意度,正向预测情感衰竭。我们的研究结果凸显了学生积极性对教师职业幸福感形成的重要性,并表明旨在提高学生积极性的努力对教师也是有益的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Are student engagement and disaffection important for teacher well-being? A longitudinal examination of between- and within-person effects

Although a lot is known about how teachers influence student motivation, evidence on the importance of student engagement for teacher well-being is lacking. In addition, studies investigating the effects of student behavior on teachers have mostly focused on the between-person perspective while neglecting the within-person processes. Thus, in the present study, we examined longitudinal associations between perceived student behavioral and emotional engagement and disaffection and teacher well-being (i.e., job satisfaction and emotional exhaustion) by acknowledging their fluctuating nature and investigating the associations at both the between- and within-person levels. Specifically, we conducted a full-panel four-wave longitudinal study involving 1141 secondary school teachers and employed a random-intercept cross lagged panel modeling approach to analyze the data. At the between-person level, teachers who perceived their students as being more emotionally and behaviorally engaged, but less emotionally and behaviorally disaffected, tended to have higher levels of job satisfaction and lower levels of emotional exhaustion. At the within-person level, higher than usual levels of student emotional engagement were concurrently associated with higher than usual levels of job satisfaction and lower than usual levels of emotional exhaustion, whereas the associations concerning disaffection showed the opposite pattern. Regarding the longitudinal spill-over effects at the within-person level, behavioral and emotional engagement positively predicted job satisfaction whereas behavioral disaffection negatively predicted job satisfaction and positively predicted emotional exhaustion. Our results highlight the importance of student motivation for shaping teacher occupational well-being and indicate that efforts aimed at increasing student motivation could also be beneficial to teachers.

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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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