高校辅导员职业倦怠现状及影响因素的调查

采用问卷调查的方法,对南京16所高校245名辅导员进行职业倦怠现状的调查。结果表明,南京高校辅导员普遍存在一定程度的职业倦怠现象,但情况并不严重,多表现在情绪衰竭维度上,去人性化、低成就感现象不明显。探讨了职业倦怠的影响因素,为制定辅导员职业倦怠干预措施提供依据。     

国防生专业承诺的实证研究与分析

国防生是一种应加强军队现代化建设要求而产生的人才培养方式。结合国防生毕业时不担心就业、未来专业直接应用程度不高、学习压力较小等特点,本研究从专业承诺、职业决策自我效能感和学习倦怠三个变量出发,采用相关分析、方差分析、回归分析等统计方法对三者关系进行探讨。研究结论：国防生的专业承诺处于中等水平;学习倦怠是职业决策自我效能感影响专业承诺的中介变量,起到完全中介的作用。     

高职英语教师职业倦怠与其压力源关系研究

定性和定量研究发现,除行业知识缺失感维度略显严重外,“双师”背景下高职英语教师职业倦怠情况,总体不太严重,依次为：行业知识缺失感、低成就感、情感衰竭和去个性化。高职英语教改、教学工作、人际关系、下厂实习、科研、学生评教等六个压力源与高职英语教师职业倦怠成线性正相关,其中前三个压力源对高职英语教师职业倦怠的预测几乎都达到极其显著水平。研究结果对高职英语教师“双师”素质培养,缓解其职业倦怠有重要的启示。     

高星级酒店员工情绪劳动对工作倦怠、满意度影响研究

高星级酒店员工情绪劳动与工作倦怠、工作满意度之间有着直接的关系。在整理国内外文献的基础上,采用问卷调查,提出假设,建立模型,通过参数估计、路径分析等方法得出结论:情绪失调对情绪耗竭、玩世不恭存和个人成就感低存在正向影响;情绪努力对个人成就感低、情绪耗竭和工作满意度低有负向影响;情绪耗竭对玩世不恭有正向影响,对工作满意度有负向影响,个人成就感对工作满意度有正向影响。员工自身的调节和酒店管理者采取适当的情绪管理措施有利于酒店情绪劳动管理。     

我国医护人员职业倦怠研究近况

随着生活节奏的加快和就业压力的增大,社会已越来越关注职业倦怠,而医护人埙因为其职业特点又是职业倦怠的高发群体。本文介绍了我国医护人员职业倦怠的表现,分析其产生的原因,提出了预防医护人员产生职业倦怠的对策。     

警察工作倦怠与社会支持关系研究

工作倦怠是现代社会存在的一个普遍现象,作为一个特殊的职业群体,警察的工作倦怠及其影响因素越来越受到心理学研究的关注.本研究采用问卷调查的方式探讨警察工作倦怠的特点圾其与不同类型社会支持间的关系.结果发现,男性警察比女性警察在情绪耗竭上更加严重;不同年龄段的警察主要在情绪耗竭和去人性化两个维度上存在差异.社会支持总体上与警察工作倦怠呈负相关关系,逐步回归表明主观支持能够很好地预测警察工作倦怠的各个维度,支持利用度能很好地预测情绪耗竭和个人成就感降低两个维度.     

出租车司机风险驾驶行为影响机制分析

作为居民乘坐服务的提供者,出租车司机的安全驾驶是保障乘车安全的关键因素。以北京市177名出租车司机为研究对象,运用回归分析和中介检验探究风险驾驶行为的影响机制。分析认为,安全氛围、工作满意度对风险驾驶行为有负向预测作用,职业倦怠对风险驾驶行为有正向预测作用;工作满意度在安全氛围与风险驾驶行为之间起到部分中介作用,在职业倦怠与风险驾驶行为之间起到完全中介作用。     

幼儿教师心理授权与职业倦怠的关系研究

本文通过对352名幼儿教师的问卷调查,考察幼儿教师心理授权和职业倦怠的现状,并探讨幼儿教师心理授权与职业倦怠的关系。结果表明: (1) 幼儿教师心理授权和职业倦怠问卷的验证性因素分析模型与数据拟合良好; (2) 幼儿教师心理授权在学历、职务、职称与幼儿园类型上存在显著差异; (3)幼儿教师职业倦怠在年龄、职称、职务与幼儿园类型上同样存在显著差异; (4)幼儿教师心理授权各因素与其职业倦怠各因素存在非常显著的负相关; 回归分析表明,幼儿教师心理授权对其职业倦怠具有显著的负向预测作用。       

Well-Being and Affective Commitment among Ambulance Volunteers: A Mediational Model of Job Burnout

ABSTRACT

Burnout represents a relevant risk for ambulance volunteers. According to the Job Demands-Resources model, role conflict and social support can be considered as antecedents of burnout which, in turn, may lower affective commitment. This study aims to investigate the relationship between social support, role conflict, and affective commitment, as mediated by job burnout. Survey data were collected from 352 Italian volunteers and analyzed using structural equation modeling methods. Social support was confirmed as a protective factor, and role conflict as an antecedent of burnout which, in turn, decreases affective commitment. The relationship between role conflict and affective commitment is mediated by burnout which, on the contrary, does not mediate the effect of social support on affective commitment. Social support may protect against burnout. Because of its positive effects on a personal and an organizational level, affective commitment may be increased raising levels of supervisor support and reshaping role expectations. It could be useful to carry out future longitudinal studies, in order to confirm the antecedents and effects of job burnout; furthermore, this research should be extended to other ambulance organizations, in order to generalize the results; finally, multi-group analyses would allow to bring out possible differences between paid-staff and volunteers.     

Social welfare services staff burnout in Cyprus: Who is responsible?

This is the first study to explore among social welfare services staff in Cyprus the main stress factors that lead to burnout. Using focus groups, the study explored and analysed the perceptions of 120 social welfare services staff members. The aim of the focus group meetings was to identify methods that could minimise the risk of employee burnout. The main stressors that participants experienced were: inadequate appreciation from the management, lack of support and guidance, lack of autonomy, complex responsibilities, lack of recognition and respect in their workplace, low self‐confidence, low self‐respect and feelings of rejection. Participants suggested that continuous education and training could reduce work stress; for example, new knowledge, the development of new skills, the improvement of their ability to prioritise tasks and become organised and the improvement of self‐criticism and self‐knowledge.