教师自我效能感与职业倦怠：教学中的人际正念与情绪调节的中介作用

IF 1.7 3区心理学 Q2 EDUCATION, SPECIAL

Journal of Emotional and Behavioral Disorders Pub Date : 2024-09-07 DOI:10.1177/10634266241272049

Güler Çetin, Jennifer L. Frank, Patricia A. Jennings

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引用次数: 0

摘要

本研究考察了教师的自我效能感信念、人际正念、情绪调节和职业倦怠之间的关系，旨在探索人际正念和情绪调节的中介作用。共有来自美国东北部内城高贫困率地区 36 所小学的 224 名小学教师自愿参加了研究。对数据进行了相关分析和路径分析。研究结果表明，教师的自我效能信念、人际正念、情绪调节和职业倦怠之间存在显著相关。结果还显示，教师的人际正念和表达性抑制是自我效能感与职业倦怠之间的重要中介途径，因此应被视为保护教师免受职业倦怠的心理资源清单之一。

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Teacher Self-Efficacy Beliefs and Burnout: The Mediating Roles of Interpersonal Mindfulness in Teaching and Emotion Regulation

This study examined the relationships among teachers’ self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout, with the intention of exploring the mediating roles of interpersonal mindfulness and emotion regulation. A total of 224 elementary school teachers from 36 elementary schools in a high-poverty, inner city setting in the Northeastern United States participated voluntarily in the study. Correlation and path analyses were conducted to analyze the data. The results of the study showed that teachers’ self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout were significantly related to each other. The results also showed that teachers’ interpersonal mindfulness and expressive suppression served as crucial mediating pathways from self-efficacy to burnout; thereby should be considered among the inventory of psychological resources that protect teachers against burnout.

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来源期刊

Journal of Emotional and Behavioral Disorders Multiple-

CiteScore

4.10

自引率

10.50%

发文量

期刊介绍： The Journal of Emotional and Behavioral Disorders publishes quality scholarship related to individuals with emotional and behavioral disorders. Articles represent a wide range of disciplines, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, and special education. Articles on characteristics, assessment, prevention, intervention, treatment, legal or policy issues, and evaluation are welcome.