外部支持与教师职业倦怠关系的元分析:自我效能感的部分中介作用
A Meta-analysis of the Relationship between External Support and Teacher Burnout:The Partial Mediating Role of Self-efficacy
陈宁 1唐甜1
作者信息
- 1. 上海师范大学 心理学院,上海 200234
- 折叠
摘要
基于发展资源理论,以 24 篇原始文献为样本,运用元分析和结构方程模型的方法,分析教师自我效能感与外部支持的相互作用及对职业倦怠的影响.结果发现:自我效能感与教师职业倦怠存在显著负相关,二者关系受性别、年龄等变量的调节;外部支持与职业倦怠存在显著负相关,二者关系受性别、年龄等变量的调节;自我效能感与外部支持也存在着显著的正向相关关系.元分析结构方程模型结果发现,外部支持不仅直接影响职业倦怠,而且通过自我效能感产生间接影响.
Abstract
Based on the development resource theory,24 original studies(sample size of 11831,67 effect sizes)were used as samples to analyze the interaction between teachers'self-efficacy(emotional personality traits)and external support(environ-mental factors)and its influence on job burnout by using meta-analysis and structural equation modeling.The findings have showed a significant negative correlation between self-efficacy and teacher job burnout,which was moderated by gender,age and other variables.External support was also negatively correlated with job burnout with this relationship being moderated by the same variables.Additionally,self-efficacy was positively correlated with external support.Meta-analysis results of structural equation model indicated that external support not only directly affects job burnout,but also indirectly through self-efficacy.
关键词
教师职业倦怠/自我效能感/社会支持/元分析Key words
teacher burnout/self-efficacy/social support/meta-analysis引用本文复制引用
出版年
2024
NETL
NSTL
万方数据