学校辅导员的职业倦怠、希望和自我效能感:顺序回归分析

IF 2.3 3区 心理学 Q2 PSYCHOLOGY, APPLIED
Jennifer K. Niles, Stephanie Dorais, Craig Cashwell, Patrick R. Mullen, Samantha Jensen
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引用次数: 0

摘要

学校辅导员是学校的一线心理健康专业人员。尽管学校心理辅导员对学生和学校氛围有着重要影响,但职业倦怠会对学校心理辅导员的自我效能感产生负面影响。希望可能是学校辅导员自我效能感的一种保护性资源。我们对 102 名学校辅导员进行了顺序回归,以确定职业倦怠和希望是否能预测他们的自我效能感。虽然职业倦怠可以预测学校辅导员的自我效能感,但希望对自我效能感得分的解释性影响最大。在这项研究中,我们提供了证据,支持希望是提高学校辅导员自我效能感的一个具有统计学意义的实质性保护因素。我们为学校咨询实践、培训和研究提供了启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
School counselors' burnout, hope, and self-efficacy: A sequential regression analysis

School counselors serve as frontline mental health professionals in schools. Although school counselors have a meaningful impact on students and the school climate, burnout negatively impacts school counselors’ self-efficacy. Hope may serve as a protective resource for school counselors’ self-efficacy. We conducted a sequential regression among 102 school counselors to determine if burnout and hope predicted their self-efficacy. While burnout predicted school counselors’ self-efficacy, hope contained the largest single explanative influence on self-efficacy scores. In this study, we provide evidence to support hope as a statistically significant and substantial protective factor for enhancing school counselor self-efficacy. We provide implications for school counseling practice, training, and research.

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来源期刊
CiteScore
5.40
自引率
13.00%
发文量
35
期刊介绍: Journal of Counseling & Development publishes practice, theory, and research articles across 18 different specialty areas and work settings. Sections include research, assessment and diagnosis, theory and practice, and trends.
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