Entangled in Time:The Current Status,Origination,and Mitigation Strategies for Time Anxiety among Young University Teachers
This study constructs a model of the mechanisms underlying time anxiety among young university teachers based on the theory of social time typology.An empirical investigation was conducted on the current characteristics and mechanisms of time anxiety among 1008 young university teachers nationwide.The findings reveal that over 70％of young university teachers experience a high level of time anxiety,manifesting in"overwork anxiety,""acceleration anxiety,"and"loss of control anxiety,"with significant differences observed across gender,education level,university hierarchy,number of minor children,and geographical location.The time anxiety experienced by young university teachers is significantly influ-enced by personal time,interactive time,institutional time,and cultural time,with these four types of time being"embedded"within each other,forming"strata"that constrain each other layer by layer in the pursuit of structural"synchronization,"with the impact increasing sequentially,ultimately leading to young university teachers becoming entangled in time.Based on these findings,the study proposes strate-gies such as weakening"acceleration"propaganda,focusing on connotative guidance;transforming management concepts,diminishing the"elimination"aspect;optimizing the"community"environment,improving interactive conditions;and deepening self-awareness,and rationally planning professional careers.
young university teacherstime anxietymechanisms of originationmitigation strategies
万方数据
维普
