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团队认同对教师人格与职业倦怠关系的跨层调节作用
Alternative TitlePersonality and Job Burnout in Teachers: Cross-level Moderating of Group Identification
王昊1,2,3; 周奕欣1,2,3; 王可欣1,2,3; 周明洁1,2
First Author王昊
2016
Source Publication中国临床心理学杂志
Correspondent Emailzhoumj@psych.ac.cn
ISSN1005-3611
Subtype期刊论文
Volume23Issue:4Pages:741-745
Contribution Rank1,2
Abstract

目的:探究团队认同在教师人格与职业倦怠关系中的调节作用。方法:采用大五人格量表、工作倦怠量表和团队认同量表对2300名中小学教师测评。结果:多层线性模型结果表明:1开放性显著负向预测成就感丧失(β=-0.91,P〈0.001),责任心显著负向预测成就感丧失(β=-1.38,P〈0.001)和热情枯竭(β=-2.90,P〈0.001),外向性显著负向预测成就感丧失(β=-0.57,P〈0.001)、精力枯竭(β=-2.63,P〈0.001)和热情枯竭(β=-3.51,P〈0.001),宜人性显著负向预测成就感丧失(β=-0.74,P〈0.001)、精力枯竭(β=-1.38,P〈0.01)和热情枯竭(β=-3.65,P〈0.001),神经质显著预测成就感丧失(β=0.50,P〈0.001)、精力枯竭(β=4.68,P〈0.001)和热情枯竭(β=3.71,P〈0.001);2团队认同显著负向预测成就感丧失(β=-0.39,P〈0.05)和热情枯竭(β=-2.12,P〈0.01);3团队认同与外向性(β=0.37,P〈0.05)和宜人性(β=0.41,P〈0.05)的交互作用显著预测成就感丧失。结论:教师的人格各维度和团队认同对职业倦怠有不同的预测作用,团队层面的认同可以减缓个体低外向性和低宜人性对成就感丧失的负性影响。

;

Objective: To explore the moderating effects of group identification between personality and job burnout of teachers. Methods: 2300 primary and high school teachers were investigated using the Big Five Inventory, Job Burnout Scale and Group Identification Scale. Results: The hierarchical liner model analysis showed that ①Openness negatively predicted reduced professional self-effectiveness burnout(β=0.91, P〈0.001), Consciousness negatively predicted profes- sional self-effectiveness burnout(β=-1.38, P〈0.001) and passion burnout(β=-2.90, P〈0.001), Extroversion negatively pre- dicted professional self-effectiveness burnout(β=-0.57, P〈0.001), energy burnout(β=-2.63, P〈0.001) and passion burnout (β=-3.51, P〈0.001), Agreeableness negatively predicted professional self-effectiveness burnout(β=-0.74, P〈0.001), ener- gy burnout(β=-1.38, P〈0.01) and passion burnout(β =-3.65, P〈0.001), Neurotieism predicted professional self-effective- ness burnout(β=0.50, P〈0.001), energy burnout(β=4.68, P〈0.001) and passion burnout(β=3.71, P〈0.001); ②Group identifi- cation negatively predicted professional self-effectiveness burnout(β =-0.39, P〈0.05) and passion burnout(β =-2.12, P〈 0.01); ③There were significant moderating effects between group identification and extroversion(β=0.37, P〈0.05) , as well as between group identification and agreeableness(β=0.41, P〈0.05) in the prediction of professional self-effectiveness burn- out. Conclusion: Teachers' personality and group identification predict job burnout. Group level identification may allevi- ate the negative influence of low extraversion and agreeableness on job burnout.

Keyword团队认同 大五人格 职业倦怠 跨层调节
Subject Area健康心理学
DOI10.16128/j.cnki.1005-3611.2015.04.041
URL查看原文
Indexed ByCSCD
Language中文
Funding Organization科技基础性工作专项《国民重要心理特征调查》
CSCD IDCSCD:5499938
Citation statistics
Document Type期刊论文
Identifierhttp://ir.psych.ac.cn/handle/311026/21105
Collection社会与工程心理学研究室
Corresponding Author周明洁
Affiliation1.中国科学院心理健康重点实验室
2.中国科学院心理研究所
3.中国科学院大学
First Author AffilicationKey Laboratory of Mental Health, CAS;  Institute of Psychology, Chinese Academy of Sciences
Corresponding Author AffilicationKey Laboratory of Mental Health, CAS;  Institute of Psychology, Chinese Academy of Sciences
Recommended Citation
GB/T 7714
王昊,周奕欣,王可欣,等. 团队认同对教师人格与职业倦怠关系的跨层调节作用[J]. 中国临床心理学杂志,2016,23(4):741-745.
APA 王昊,周奕欣,王可欣,&周明洁.(2016).团队认同对教师人格与职业倦怠关系的跨层调节作用.中国临床心理学杂志,23(4),741-745.
MLA 王昊,et al."团队认同对教师人格与职业倦怠关系的跨层调节作用".中国临床心理学杂志 23.4(2016):741-745.
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