情绪与自尊视角下的高校中青年教师职业倦怠研究

Research on Job Burnout of Young and Middle-aged Teachers in Universities from the Perspective of Emotion and Self-esteem

为了解高校中青年教师的职业倦怠现状,探讨情绪和自尊对职业倦怠的中介作用机制,本研究采用积极、消极情绪检核表、自尊量表和职业倦怠问卷,对北京市某高校175名中青年教师实施调查。结果发现(1)工作年限越长的教师情绪更枯竭、去人性化水平更高,成就感水平差异不显著;(2)积极情绪和自尊显著负向预测职业倦怠,消极情绪显著正向预测职业倦怠;(3)自尊部分中介积极情绪对情绪枯竭和低成就感的影响,部分中介消极情绪对情绪枯竭和去人性化的影响,完全中介积极情绪对去人性化的影响和消极情绪对低成就感的影响。研究结果验证了积极、消极情绪双变量模型,与情绪相比,自尊对职业倦怠的影响更直接,这为改善职业倦怠提供了有价值的参考。

In order to understand the current situation of job burnout among young and middle-aged teachers in universities,and to explore the mediating mechanism of emotion and self-esteem on job burnout,this study investigated 175 young and middle-aged teachers in a university in Beijing by using positive and negative emotion checklist,self-esteem scale and job burnout questionnaire.The results showed that(1)teachers with longer working years had higher emotional exhaustion,higher depersonalization level,and no significant difference in achievement level;(2)positive emotion and self-esteem significantly negatively predicted job burnout,while negative emotion significantly positively predicted job burnout;(3)self-esteem partially mediates the effects of positive emotions on emotional exhaustion and low sense of achievement,partially mediates the effects of negative emotions on emotional exhaustion and depersonalization,and completely mediates the effects of positive emotions on dehumanization and negative emotions on low sense of achievement.The results verified dual-variable model of positive and negative emotions and self-esteem has a more direct influence than emotion on job burnout,which provides a valuable reference for improving job burnout.