PDF(1531 KB)
PDF(1531 KB)
PDF(1531 KB)
中小学教师职业倦怠对抑郁倾向的纵向预测：儒家式应对的调节作用*
The Longitudinal Predictive Effect of Job Burnout on Depressive Tendency in Primary and Secondary School Teachers: The Moderating Role of Confucian Coping
中小学教师抑郁等心理健康问题日益受到关注。为揭示中小学教师职业倦怠不同维度对抑郁倾向的纵向预测作用及儒家式应对的调节作用，本研究对210名中小学教师开展追踪调查，结果表明：（1）在控制性别、年龄等人口学变量后，教师职业倦怠的低成就感维度显著预测5个月后的抑郁倾向，抑郁倾向不能显著预测职业倦怠的任何维度。（2）儒家式应对显著调节低成就感对抑郁倾向的纵向预测。随着儒家式应对水平的提高，低成就感预测抑郁倾向的作用减弱。上述结果对理解我国独特文化背景下中小学教师职业倦怠、应对方式与情绪问题的关系及研发中国文化特色的有效干预提供了启示。
Depression among primary and secondary school teachers in China is a significant concern because it threatens teachers’ mental health, students’ academic achievement, and socio-emotional well-being. Longitudinal studies have highlighted job burnout as a critical factor in the development of depression. However, prior research has indicated that the three dimensions of burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) do not always occur together or progress in the same way. Therefore, it is important to explore the longitudinal relationships between these dimensions and depression to understand how burnout transitions into depression. Early-stage burnout, characterized by emotional exhaustion and depersonalization, may deplete transient resources (e.g., mood, energy), but these effects are often short-lived. Over time, depersonalization may lead to reduced personal accomplishment, which depletes structural resources, such as self-efficacy and self-esteem, thereby increasing the risk of long-term depression. Previous studies have suggested that depression typically emerges in later stages of burnout, particularly when individuals experience prolonged self-undermining beliefs and lack stable psychological resources. This study further examines the moderating role of Confucian coping, a meaning-focused strategy rooted in Eastern cultural contexts like China. Prior research has linked Confucian coping to depression and anxiety, especially under resource depletion. By investigating how burnout dimensions interact with Confucian coping to influence depression, this study aims to provide insights into preventive strategies targeting teachers’ mental health.
A total of 210 primary and secondary school teachers (64 male and 146 female, 103 primary and 107 secondary school teachers) completed both the Job Burnout Scale and the Depression Anxiety Stress Scale at baseline (T1) and five-month follow-up (T2), and the Confucian Coping Questionnaire at T2. Correlation analysis and significance testing were firstly conducted in SPSS 26.0. We then constructed multi-group cross-lagged models in Mplus 7.40 to explore the longitudinal associations between three dimensions of teachers’ job burnout and depression. The moderating effect of Confucian coping was lastly conducted using Process 4.2. Teachers' gender, age, teaching experience, and subjective socioeconomic status were controlled as covariates because previous studies showed that they were significantly correlated to job burnout and depression. All three measures had good reliability and validity. No severe common bias was found.
The results indicated that: (1)Three dimensions of teachers’ job burnout were significantly related to depressive tendency both concurrently and longitudinally. Specifically, at both baseline and follow-up, male teachers exhibited significantly higher levels of depersonalization, reduced personal accomplishment and depressive tendency compared to female teachers; (2) Cross-lagged analyses revealed that emotional exhaustion and depersonalization at Time 1 did not significantly predict depressive tendency at Time 2, nor did depressive tendency at Time 1 predict these constructs at Time 2. However, as hypothesized, reduced personal accomplishment at Time 1 significantly predicted depressive tendency at Time 2, while depressive tendency at Time 1 did not predict reduced personal accomplishment at Time 2. Notably, these cross-lagged models exhibited invariance across gender groups; (3) Moderation analyses revealed that reduced personal accomplishment at Time 1 predicted depressive tendency at Time 2 only among teachers with lower levels of Confucian coping. In contrast, this predictive effect was absent among teachers with higher levels of Confucian coping. Additionally, reduced personal accomplishment at both Time 1 and Time 2 mediated the link between depersonalization at Time 1 and depressive tendency at Time 2. Notably, higher levels of Confucian coping attenuated the mediating role of reduced personal accomplishment in this relationship.
Our findings shed light on the longitudinal associations between three dimensions of teachers’ job burnout and depressive tendency, indicating the central role of reduced personal accomplishment. This suggests that interventions that enhance personal accomplishment may prevent burnout from developing into depression in later stages. Meanwhile, the moderating effect of Confucian coping implies that Chinese Confucian culture might provide designing interventions that target burnout and combine different types of coping.
job burnout / depressive tendency / Confucian coping / primary and secondary school teachers
| [1] |
安晓敏, 佟艳杰. (2020). 工作压力对乡村教师工作满意度的影响研究——基于教师低个人成就感的中介作用. 教育科学研究, 1, 66-72.
|
| [2] |
常赛超, 陈春花, 晁罡, 刘子成. (2020). 儒家文化缓解员工工作压力的作用机制研究. 外国经济与管理, 42(5), 105-120.
|
| [3] |
陈健, 周丽华. (2024). 亲挫折思想与大学生抑郁焦虑压力的关系:链式中介效应. 中国健康心理学杂志, 32(4), 627-634.
|
| [4] |
龚栩, 谢熹瑶, 徐蕊, 罗跃嘉. (2010). 抑郁-焦虑-压力量表简体中文版(DASS-21)在中国大学生中的测试报告. 中国临床心理学杂志, 18(4), 443-446.
|
| [5] |
黄杰, 游旭群, 王延松, 鲍旭辉. (2015). 员工工作倦怠的发展模型:来自纵向研究的证据. 心理科学, 38(4), 911-915.
|
| [6] |
黄莲琼, 罗曦, 侯玉波. (2024). 中国人的思维方式与心理健康:心理弹性与自尊的作用. 心理科学, 47(2), 458-466.
|
| [7] |
姜福斌, 王震. (2022). 压力认知评价理论在管理心理学中的应用:场景、方式与迷思. 心理科学进展, 30(12), 2825-2845.
工作场所中, 压力源无处不在; 面对压力源, 个体会如何反应?压力认知评价理论从认知评价和应对角度为这一问题提供了系统解释。在过去的40年里, 该理论已成为阐释个体压力反应的主流框架。然而, 由于提出时间较早, 该理论没有提供各理论要素间的精确关系, 这使得后续实证研究从各自研究问题出发, 对该理论的应用五花八门, 甚至因曲解理论观点而造成不当应用, 不利于对该理论的持续应用和深入发展。在系统回顾理论观点的基础上, 重点梳理了125篇以该理论作为核心理论基础的管理心理学实证研究。总体发现：在应用场景方面, 压力认知评价理论可以用来解释6种压力源对员工工作态度、行为、身心健康和工作-家庭关系的影响; 其应用形式可以从初级评价、次级评价和应对3个方面分别考虑; 一些研究在应用该理论时存在误区。未来研究需要优化理论要素的测量方式, 进一步拓展该理论的应用场景, 同时丰富认知评价过程的影响因素研究。
|
| [8] |
靳娟娟, 俞国良. (2024). 教师心理健康:现实样态与风险防范. 教育研究, 45(7), 134-147.
|
| [9] |
景怀斌. (2006). 儒家式应对思想及其对心理健康的影响. 心理学报, 1, 126-134.
|
| [10] |
李廷睿, 侯玉波. (2012). 儒家式应对的心理结构及其验证. 湖南师范大学教育科学学报, 11(3), 11-18.
|
| [11] |
刘天舒, 郭明珠, 陈炜夷, 甘怡群. (2015). 意义取向应对的产生机制及其中介作用. 北京师范大学学报(社会科学版), 6, 100-106.
|
| [12] |
史梦薇, 王炳江, 岑怡, 程婕婷. (2016). 道德修养与压力应对:传统儒家应对观及其现代意义. 心理学探新, 36(3), 195-198.
|
| [13] |
汪新建, 史梦薇. (2013). 中国人压力应对研究:基于主位与客位的视角. 心理科学进展, 21(7), 1239-1247.
目前, 学界探索中国人的应对大致有两种方式：客位研究与主位研究。客位研究分析中国文化在以下几个方面对国人应对行为和心理的影响, 分别是应对的文化环境和自我特质、压力来源、应对方式、应对结果。研究结果得出有关应对的客观知识, 揭示中国人的应对实践。但是由于客位研究注重理论的普适性, 所以其研究成果与中国人应对实质并不十分契合。主位研究从传统文化中的儒家、道家、佛家哲学思想提取应对观, 其成果更深入的分析了国人应对的实质。但是, 主位研究下的应对观过于注重直观体验, 并且当今中国人行为心理模式也发生了变化, 这些因素势必导致主位研究的缺陷。两种研究方式各有利弊, 未来的研究应把两种方式结合起来, 取长补短。
|
| [14] |
吴晶. (2024). 儒学心理咨询与治疗的资源探析. 心理学探新, 44(2), 106-112.
|
| [15] |
吴琼琼, 郑信军. (2012). 中小学教师职业倦怠影响因素的元分析. 心理研究, 5(3), 85-89.
|
| [16] |
伍新春, 齐亚静, 余蓉蓉, 臧伟伟. (2016). 中小学教师职业倦怠问卷的进一步修订. 中国临床心理学杂志, 24(5), 856-860.
|
| [17] |
谢敏, 李峰, 罗玉晗, 柯李, 王侠, 王耘. (2022). 小学教师职业倦怠维度发展顺序探究——来自结构方程模型和交叉滞后网络分析模型的证据. 心理学报, 54(4), 371-384.
教师职业倦怠的情感衰竭、去人性化和个人成就感降低3个维度相对独立但也存在相互影响, 对其发展关系进行研究, 有助于深入理解职业倦怠的发展过程, 尽早识别倦怠症状。本研究对3837名小学教师进行追踪测试, 测试间隔为3年, 采用结构方程模型和交叉滞后网络分析模型进行分析, 结果发现小学教师职业倦怠维度最优发展模型为“T1的情感衰竭和个人成就感降低分别预测T2的情感衰竭和个人成就感降低, T1的去人性化预测T2的去人性化和个人成就感降低”, 且最优发展模型具有性别间的一致性和教龄段之间的一致性。这一结果支持并强调了去人性化在小学教师职业倦怠发展中的重要作用, 对识别教师职业倦怠早期症状并采取相应措施有效阻断教师职业倦怠的进一步发展具有一定的理论和现实意义。
|
| [18] |
胥彦, 李超平. (2019). 追踪研究在组织行为学中的应用. 心理科学进展, 27(4), 600-610.
追踪研究是一种通过引入时滞, 以探索变量动态变化趋势和变量之间相互关系的调查研究方法。近年来, 在组织行为学中, 追踪研究越来越受到学者们的关注, 追踪研究成果也在逐渐增加, 但是大多数研究者尤其是国内研究者, 对追踪研究尚缺乏全面正确的认识。追踪研究设计可以依照重复测量之间的时间间隔长短进行分类, 不同的类型对应不同的样本量、调查方式和统计分析方法, 未来可以拓展追踪研究在团队和领导力、组织文化和变革以及员工激励等方面的应用, 或开展跨文化的追踪研究。
|
| [19] |
|
| [20] |
This preliminary study compared the associations between objective and subjective socioeconomic status (SES) with psychological and physical variables among 157 healthy White women, 59 of whom subsequently participated in a laboratory stress study. Compared with objective indicators, subjective social status was more consistently and strongly related to psychological functioning and health-related factors (self-rated health, heart rate, sleep latency, body fat distribution, and cortisol habituation to repeated stress). Most associations remained significant even after controlling for objective social status and negative affectivity. Results suggest that, in this sample with a moderately restricted range on SES and health, psychological perceptions of social status may be contributing to the SES-health gradient.
|
| [21] |
|
| [22] |
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders: DSM-5. American Psychiatric Association.
|
| [23] |
|
| [24] |
|
| [25] |
|
| [26] |
|
| [27] |
There is no consensus on whether burnout constitutes a depressive condition or an original entity requiring specific medical and legal recognition. In this study, we examined burnout–depression overlap using 14 samples of individuals from various countries and occupational domains (N = 12,417). Meta-analytically pooled disattenuated correlations indicated (a) that exhaustion—burnout’s core—is more closely associated with depressive symptoms than with the other putative dimensions of burnout (detachment and efficacy) and (b) that the exhaustion–depression association is problematically strong from a discriminant validity standpoint (r =.80). The overlap of burnout’s core dimension with depression was further illuminated in 14 exploratory structural equation modeling bifactor analyses. Given their consistency across countries, languages, occupations, measures, and methods, our results offer a solid base of evidence in support of the view that burnout problematically overlaps with depression. We conclude by outlining avenues of research that depart from the use of the burnout construct.
|
| [28] |
|
| [29] |
|
| [30] |
|
| [31] |
|
| [32] |
|
| [33] |
|
| [34] |
In this study we examined the relation between personality factors (mastery and interpersonal trust), primary appraisal (the stakes a person has in a stressful encounter), secondary appraisal (options for coping), eight forms of problem- and emotion-focused coping, and somatic health status and psychological symptoms in a sample of 150 community-residing adults. Appraisal and coping processes should be characterized by a moderate degree of stability across stressful encounters for them to have an effect on somatic health status and psychological symptoms. These processes were assessed in five different stressful situations that subjects experienced in their day-to-day lives. Certain processes (e.g., secondary appraisal) were highly variable, whereas others (e.g., emotion-focused forms of coping) were moderately stable. We entered mastery and interpersonal trust, and primary appraisal and coping variables (aggregated over five occasions), into regression analyses of somatic health status and psychological symptoms. The variables did not explain a significant amount of the variance in somatic health status, but they did explain a significant amount of the variance in psychological symptoms. The pattern of relations indicated that certain variables were positively associated and others negatively associated with symptoms.
|
| [35] |
Subjective socioeconomic status is robustly associated with many measures of health and well-being. The MacArthur Scale of Subjective Social Status (i.e., the MacArthur ladder) is the most widely used measure of this construct, but it remains unclear what exactly the MacArthur ladder measures.
|
| [36] |
|
| [37] |
Burnout and work engagement have been viewed as opposite, yet distinct states of employee well-being. We investigated whether work-related indicators of well-being (i.e. burnout and work engagement) spill-over and generalize to context-free well-being (i.e. depressive symptoms and life satisfaction). More specifically, we examined the causal direction: does burnout/work engagement lead to depressive symptoms/life satisfaction, or the other way around?Three surveys were conducted. In 2003, 71% of all Finnish dentists were surveyed (n=3255), and the response rate of the 3-year follow-up was 84% (n=2555). The second follow-up was conducted four years later with a response rate of 86% (n=1964). Structural equation modeling was used to investigate the cross-lagged associations between the study variables across time.Burnout predicted depressive symptoms and life dissatisfaction from T1 to T2 and from T2 to T3. Conversely, work engagement had a negative effect on depressive symptoms and a positive effect on life satisfaction, both from T1 to T2 and from T2 to T3, even after adjusting for the impact of burnout at every occasion.The study was conducted among one occupational group, which limits its generalizability.Work-related well-being predicts general wellbeing in the long-term. For example, burnout predicts depressive symptoms and not vice versa. In addition, burnout and work engagement are not direct opposites. Instead, both have unique, incremental impacts on life satisfaction and depressive symptoms.Copyright © 2012 Elsevier B.V. All rights reserved.
|
| [38] |
The authors propose that a reciprocal resource gain spiral forms between coworker-based perceived social support and trust, which leads to coworkers investing personal resources into each other across work days. The authors extend conservation of resources theory by differentiating between resource investment behaviors, the perceived availability of resources, and perceptions about investment instrumentality while also examining accumulation effects that have been previously untested in studies of gain spirals. The authors confirm their hypotheses with data collected over five working days from 177 pairs of coworkers (employee N = 354) working across a wide range of jobs and industries. The authors also offer practical implications of this spiral, limitations of this research, and future directions for research on conservation of resources theory, resource investment, and day-level studies of employee behaviors.
|
| [39] |
|
| [40] |
Burnout and depression pose significant threats to emotional and occupational functioning; however, questions exist over how these 2 conditions are associated with each other over time, and how these are related to underlying job stressors. The job demands-resources model provides a useful framework for understanding how job demands and job resources may lead to burnout, but questions remain about their distinct association with depression symptoms. The current study examined these questions in a sample of 402 nursing workers. The Exhaustion subscale of the Oldenburg Burnout Inventory, the Patient Health Questionnaire-9 depression assessment, and items reflecting job demands and job resources from the Copenhagen Psychosocial Questionnaire were assessed at baseline; additionally, Oldenburg Burnout Inventory Exhaustion and Patient Health Questionnaire-9 depression were assessed over 12 monthly follow-ups. Linear mixed models assessed longitudinal bidirectional associations between burnout and depression in both concurrent and lagged models. Longitudinal models found bidirectional relationships between burnout and depression symptoms over time, with relatively stronger associations for concurrent models relative to lagged models. Job demands and job resources each predicted unique variance in burnout and depression symptoms over time. Results provide evidence that burnout and depression symptoms change in the same direction, in tandem, rather than one condition having a distinctly stronger temporal association over the other. Results also indicate that both job demands and job resources are associated with depression symptoms independent from their association with burnout symptoms. Our results highlight the importance of considering burnout symptoms, depression symptoms, and job stressors concurrently in evaluating worker mental health. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
|
| [41] |
Major perspectives concerning stress are presented with the goal of clarifying the nature of what has proved to be a heuristic but vague construct. Current conceptualizations of stress are challenged as being too phenomenological and ambiguous, and consequently, not given to direct empirical testing. Indeed, it is argued that researchers have tended to avoid the problem of defining stress, choosing to study stress without reference to a clear framework. A new stress model called the model of conservation of resources is presented as an alternative. This resource-oriented model is based on the supposition that people strive to retain, project, and build resources and that what is threatening to them is the potential or actual loss of these valued resources. Implications of the model of conservation of resources for new research directions are discussed.
|
| [42] |
The purpose of this study was to examine the associations among teacher depression, global child-care quality, and child internalizing and externalizing behavioral problems in early child-care settings.We analyzed data from 3-year-old children (N = 761) and their mothers, primarily of disadvantaged socioeconomic status in urban areas, in the late 1990s using the Fragile Families and Child Wellbeing Study. We also had data from the children's teachers, who reported their own depressed moods. Child behavioral problems were reported by both teachers and parents, and global environmental quality of child care was observed. Path analysis tested direct and indirect effects of teacher depression on children's behavioral problems via global child-care quality.Teacher depression was directly and indirectly linked to teacher-reported externalizing and internalizing problems through observed global child-care quality, whereas for parent-reported outcomes, teacher depression was only directly related to children's internalizing problems.Results of this study suggest that teachers' depressive symptoms can be a contributor to global environmental child-care quality and to child externalizing and internalizing behavioral problems. Practical implications are that programs and policies must take into account effects of teacher depression on child-care quality and young children's school readiness regarding behavioral problems. Future research should further explore these relationships.
|
| [43] |
The ability of self-compassion and Confucian coping to predict anxiety and depression were examined in impoverished Chinese undergraduate students. Three hundred and thirty impoverished undergraduates completed measures of self-compassion, Confucian coping, depression, and anxiety. Results showed that higher self-compassion predicted lower depression and anxiety in impoverished undergraduates. Higher pro-setback thinking and responsibility thinking of Confucian coping were related with lower depression and anxiety. Higher fate thinking of Confucian coping was related with higher depression and anxiety. The predictive ability for depression and anxiety of self-compassion combined with fate thinking was better than self-compassion alone. Intervention to enhance self-compassion and reduce fate thinking may be beneficial to mental health in impoverished undergraduates.
|
| [44] |
Job burnout is a prolonged response to chronic emotional and interpersonal stressors on the job and is defined here by the three dimensions of exhaustion, cynicism, and sense of inefficacy. Its presence as a social problem in many human services professions was the impetus for the research that is now taking place in many countries. That research has established the complexity of the problem and has examined the individual stress experience within a larger social and organizational context of people's response to their work. The framework, which focuses attention on the interpersonal dynamics between the worker and other people in the workplace, has yielded new insights into the sources of stress, but effective interventions have yet to be developed and evaluated.
|
| [45] |
|
| [46] |
This study investigated associations among third-grade teachers' (N = 27) symptoms of depression, quality of the classroom-learning environment (CLE), and students' (N = 523, Mage = 8.6 years) math and literacy performance. teachers' depressive symptoms in the winter negatively predicted students' spring mathematics achievement. This depended on students' fall mathematics scores; students who began the year with weaker math skills and were in classrooms where teachers reported more depressive symptoms achieved smaller gains than did peers whose teachers reported fewer symptoms. teachers' depressive symptoms were negatively associated with quality of CLE, and quality of CLE mediated the association between depressive symptoms and student achievement. The findings point to the importance of teachers' mental health, with implications for policy and practice. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.
|
| [47] |
Recent studies have observed connections among teachers' depressive symptoms and student outcomes; however, the specific mechanisms through which teachers' mental health characteristics operate in the classroom remain largely unknown. The present study used student-level observation methods to examine the relations between third-grade teachers' (N = 32) depressive symptoms and their academic feedback to students (N = 310) and sought to make inferences about how these factors might influence students' mathematics achievement. A novel observational tool, the Teacher Feedback Coding System-Academic (TFCS-A), was used that assesses feedback across 2 dimensions-teacher affect and instructional strategy, which have been shown to be important to student learning. Multilevel exploratory factor analysis of TFCS-A data suggested 2 primary factors: positive feedback and neutral/negative feedback. Hierarchical linear modeling revealed that positive feedback was related to higher math achievement among students who began the year with weaker math skills and that teachers who reported more depressive symptoms less frequently provided this positive feedback. Results offer new information about a type of instruction that may be affected by teachers' depressive symptoms and inform efforts aimed at improving teachers' instructional interactions with students. (PsycINFO Database Record(c) 2018 APA, all rights reserved).
|
| [48] |
|
| [49] |
|
| [50] |
Although it is well documented that low self-esteem and depression are related, the precise nature of the relation has been a topic of ongoing debate. We describe several theoretical models concerning the link between self-esteem and depression, and review recent research evaluating the validity of these competing models. Overall, the available evidence provides strong support for the vulnerability model (low self-esteem contributes to depression), weaker support for the scar model (depression erodes self-esteem), and little support for alternative accounts such as the diathesis-stress model. Moreover, the vulnerability model is robust and holds across gender, age, affective-cognitive versus somatic symptoms of depression, European background versus Mexican-origin participants, and clinical versus nonclinical samples. Research on further specifications of the vulnerability model suggests that the effect is (a) partially mediated by rumination, (b) not influenced by other characteristics of self-esteem (i.e., stability and contingency), and (c) driven predominantly by global rather than domain-specific self-esteem. The research has important theoretical implications because it counters the commonly repeated claim that self-esteem has no long-term impact. Moreover, the research has important practical implications, suggesting that depression can be prevented, or reduced, by interventions that improve self-esteem.
|
| [51] |
Although theoretical and empirical work on topics related to meaning and meaning making proliferate, careful evaluation and integration of this area have not been carried out. Toward this end, this article has 3 goals: (a) to elaborate the critical dimensions of meaning as it relates to stressful life events and conditions, (b) to extend the transactional model of stress and coping to include these dimensions, and (c) to provide a framework for understanding current research and directions for future research within this extended model. First, the authors present a framework for understanding diverse conceptual and operational definitions of meaning by distinguishing 2 levels of meaning, termed global meaning and situationalmeaning. Second, the authors use this framework to review and synthesize the literature on the functions of meaning in the coping process and propose a definition of meaningmaking that highlights the critical role of reappraisal. The authors specify the roles of attributions throughout the coping process and discuss implications for future research.
|
| [52] |
|
| [53] |
It is important to explore the factors influencing geriatric depression in the context of aging. This research aimed to investigate the association between community social capital and depressive symptoms among the urban elderly in China, and the mediating role of family support and Confucian pro-setback coping in the impact of community social capital on geriatric depression. Data were collected via a community survey targeting 300 adults aged 60 and above living in urban communities in Chengdu, China, in 2021. SPSS and a structural equation model were used for the analysis of data and test the proposed hypothesis. The findings showed that civic participation and social cohesion were significantly related to geriatric depression. Family support and Confucian pro-setback coping played a mediating role or chain mediating role in the associations between civic participation and geriatric depression. This research has offered support for both direct and indirect effects of community social capital on geriatric depression. Promoting community-level civic participation and social cohesion, improving family support and Confucian pro-setback coping are seen to contribute positively to the management and intervention on geriatric depression.
|
| [54] |
|
| [55] |
|
| [56] |
|
| [57] |
The objective of this article is to provide a theoretical framework explaining positive and negative work-home processes integrally. Using insights from conservation of resources theory, we explain how personal resources (e.g., time, energy, and mood) link demanding and resourceful aspects of one domain to outcomes in the other domain. The resulting work-home resources (W-HR) model describes work-home conflict as a process whereby demands in one domain deplete personal resources and impede accomplishments in the other domain. Enrichment is described as a process of resource accumulation: Work and home resources increase personal resources. Those personal resources, in turn, can be utilized to improve home and work outcomes. Moreover, our resource approach to the work-home interface allows us to address two other issues that have thus far lacked a solid theoretical foundation. The W-HR model also explains how conditional factors such as personality and culture may influence the occurrence of work-home conflict and enrichment. Furthermore, the model allows us to examine how work-home conflict and enrichment develop over time. Finally, the model provides useful insights for other psychology subdisciplines, such as gender studies and developmental psychology.
|
| [58] |
|
| [59] |
|
| [60] |
Teachers are reporting increased incidence of stress, depression, burnout, and anxiety resulting in overall poor mental health and well-being outcomes. Recently, mindfulness-based interventions have emerged as having the potential to improve these deleterious impacts. This meta-analysis investigated the effects of mindfulness-based interventions on educators in schools. To be included in the review, studies must have been printed in English, used a methodology that included a control group with in-service teachers as the primary participants. In addition, the intervention needed to have mindfulness as a major component. The search procedures led to the identification of 18 manuscripts that included a total sample of 1,001 educators. Mindfulness interventions ranged greatly in dosage, frequency, and delivery model. Using a random effects model, mindfulness-based interventions were found to have significant positive effects across all domains. Mindfulness-based interventions resulted in large effects on feelings of mindfulness, moderate effects for decreases in stress and anxiety, and small effects on feelings of depression and burnout. Discussion includes the quality of the literature base as well as implications for future research.
|
/
| 〈 |
|
〉 |
