认知与发展心理学研究室知识库

职业倦怠是个体在长期工作重压下产生的身心疲劳与耗竭的状态。由于教学对象的特殊性，听力语言康复幼儿教师承担着来自学校和家庭的、比普通教师更沉重的工作压力，因此职业倦怠现象在听力语言康复幼儿教师群体中有着更高的发生率。研究表明，心理韧性作为一种人格特质，对职业倦怠有负向预测作用;而社会支持是个体发展的重要支持力量，能够帮助个体应对来自各种环境的挑战，提高个体的适应能力。因此探索心理韧性和社会支持对职业倦怠的影响，对于缓解听力语言康复幼儿教师的职业倦怠有重要意义。另一方面，职业认同作为一种职业特质，对职业倦怠有显著的负向预测作用，二者涉及到个体的认知和情绪加工过程。认知重评和表达抑制是情绪调节的两个重要的策略，分别从认知和隋绪两方面发生作用。由于当前对职业认同和职业倦怠间作用机制的研究有限，因此研究二尝试探讨了情绪调节策略在其中的作用。

研究一采用问卷法对518位听力语言康复幼儿教师进行调查，结果显示:心理韧性对职业倦怠有负向预测作用(β=-0.5， p<0.01)，客观支持在心理韧性和职业倦怠的关系中起调节作用(β=0.11， p<0.01)。第二部分用同样方法对388位听力语言康复幼儿教师进行调查，结果显示:职业认同负向预测职业倦怠(β=-0.53 9 p<0.01)，认知重评在职业认同和职业倦怠的关系中起调节作用(β=-0.10， p<0.01)。

本论文从听力语言康复幼儿教师职业倦怠的影响因素:心理韧性和职业认同出发，分别考察了社会支持和情绪调节策略的调节作用;研究结果将为探索听力语言康复幼儿教师职业倦怠理论机制的研究提供新的角度。同时，也将为改变听力语言康复幼儿教师整体的职业倦怠水平，提高听力语言康复幼儿教师的工作满意度和产出效益提供可能。

Job burnout is an individual's negative emotional state in the workplace. Individual personality traits and occupational characteristics have an important influence on job burnout. Studies show that mental resilience can reduce the production of hearing and speech rehabilitation preschool teacher' burnout, social support can not only reduce the possibility of special education teachers' job burnout appeared，and social support may also adjust the relationship between mental resilience and job burnout. In fact， studies have shown that different properties of social support on the individual's psychosomatic health effects are different， so the research will explore different properties of social support on mental resilience and the influence of the relationship between job burnout. At present， on the other handy there are more researches focus on teachers' professional identity and other individual psychological traits，but there is little to explore career identity and special education teachers' personal research of relationship between psychological traits. And emotional regulation strategy not only plays a moderating role between the two factors，but also may play a different role. Therefore, the second research will explore the role of professional identity and hearing and speech rehabilitation preschool teacher’ occupational burnout relationship and emotional regulation strategy.

For the first part of study, using the job burnout questionnaire， mental resilience scale，social support scale to investigate 518 hearing and speech rehabilitation preschool teacher, the results showed: mental resilience had a negative predictive effect on job burnout （p< 0.01)，and objective support played a regulatory role in the relationship between mental resilience and job burnout （p<0.01)，subjective support and support utilization degree of effect was not significant （p>0.05). In the second part, using the job burnout questionnaire，emotion regulation strategy scale，professional identity questionnaire to investigate 388 hearing and speech rehabilitation preschool teacher，through the data analysis results: occupational identification negative forecase occupational burnout(p< 0.01)，cognitive reassessment played a regulatory role in the relationship between occupational identity and job burnout (p<0.01)，the regulation of expression suppression effect was not significant （p>0.05).

In this paper, from a point of mental resilience and professional identity which are the influence factors of job burnout of hearing and speech rehabilitation preschool teacher, investgate the adjustment function of social support and emotional adjustment strategy respectively. The research results will provide a new perspective for the study of the theoretical mechanism of job burnout for hearing and speech rehabilitation preschool teacher. At the same time, it will also change the level of job burnout of hearing and speech rehabilitation preschool teacher, and increase the job satisfaction and output benefit of hearing and speech rehabilitation preschool teacher.