中小学教师作息型态、调节模式导向与职业倦怠的关系:工作拖延、工作投入的中介效应

Relationship between morningness-eveningness,regulatory mode orientations and job burnout in primary and secondary school teachers:The mediating role of work engagement and work procrastination

目的:研究了中小学教师作息型态、调节模式导向对职业倦怠的影响,考查了工作拖延、工作投入在其中起到的中介作用。方法:选取北京、山西、河南3个省的424名中小学教师为研究对象,采用问卷调查的方式研究了中小学教师作息型态、调节模式导向对职业倦怠的影响,探讨了工作拖延、工作投入在其中起到的中介作用。结果:作息型态可以负向预测工作拖延(β=-0.22,P<0.001)。运动模式可以负向预测工作拖延(β=-0.49,P<0.001),可以正向预测工作投入(β=0.71,P<0.001);评估模式可以正向预测工作拖延(β=0.27,P<0.001)。工作拖延可以正向预测职业倦怠(β=0.24,P<0.001)。工作投入可以负向预测职业倦怠(β=-0.72,P<0.001)。结论:中小学教师作息型态可以通过工作拖延对职业倦怠发挥作用;运动模式可以通过工作投入和工作拖延对职业倦怠发挥作用;评估模式可以通过工作拖延对职业倦怠发挥作用。

Objective:To investigate the relationship between morningness-eveningness & regulatory mode orientations and job burnout,and explore the mediating effect of work procrastination & work engagement between them.Methods:Questionnaires were random applied to 424 teachers in primary and secondary school from Shanxi,Beijing and Hebei areas.Results:Morningness-eveningness negatively predicted work procrastination (β=-0.22,P<0.001).Locomotion orientation negatively predicted work procrastination(β=-0.49,P<0.001)and positively predicted work engagement(β=0.71,P<0.001).Assessment orientation positively predicted work procrastination(β=0.27,P<0.001).Work procrastination positively predicted job burnout(β=0.24,P<0.001).Work engagement negatively predicted job burnout(β=-0.72,P<0.001).Conclusion:Work Procrastination plays a completely mediating role in the relation between morningness-eveningness and job burnout.Work engagement and work procrastination play a completely mediating role in the relationship between locomotion orientation and job burnout.Work procrastination plays a completely mediating role in the relationship between assessment orientation and job burnout.