中国—巴基斯坦幼儿教师压力、倦怠与其心理资本的中介、调节效应
发布时间：2024-03-08 20:58
在中、高等教育领域,工作压力已经被广泛研究,早期儿童教师(ECT简称幼儿教师)的研究还是凤毛麟角。由于工作压力及相关的职业倦怠,同时对教师的身体健康和幸福感产生了大的影响,已成为幼儿教师专业发展的一个重要问题。工作需求与压力(情感需求,工作负荷,角色冲突,工作家庭冲突)导致了情感消耗、低个人成就、人格解体、低质量教学,乃至教师在教育情境中的整体幸福感变化。本研究致力于积极心理状态对幼儿教师健康的影响。以往研究关注工作需求与倦怠,本研究力图探究两国幼儿教师心理资本对工作压力与倦怠关系的直接作用和中介和调节影响,参照以往研究心理资本包含了期望,乐观,韧性,自我效能四个方面。本研究通过整群随机抽样,抽取包括了来自巴基斯坦与中国60所学校618位教师,数据的收集采用问卷和访谈相结合的方式进行,数据管理与初步分析在SPSS 24.0进行,数据结构方程建模AMOS软件下进行。本研究揭示了幼儿教师压力的起因,症状与影响,更重要的是阐述了心理资本作为中介变量如何对工作需求压力与倦怠进行中介与调节作用。在研究工具可靠性方面,问卷都进行信度、效度检验,通过预调查的探索性因素分析对问卷的原始项目进行删除、修...
【文章页数】：225 页
【学位级别】：博士
【文章目录】：
摘要 Abstract List of Abbreviations Chapter 1:Background of the Study
1.1 Definitions of Terminologies
1.1.1 Stress and Early Childhood Teacher's Stress
1.1.2 Burnout and Early Childhood Teachers Burnout
1.1.3 PsyCap and Early Childhood Teacher' Positive Psychology
1.1.4 Relationship between PsyCap, ECET's Stress, and Burnout
1.2 Justification and Rationale of Research
1.2.1 Research Interest Based on the Practical Significance
1.2.2 Research Interest Based on the Theoretical Significance
1.2.3 Overall Objectives Chapter 2:Review of Related Literature
2.1 Historical Development and the Relationship of Research Variables
2.1.1 The Origin and Development of Teachers Job Demand Stress
2.1.2 The Origin and Development of Teachers Burnout Research
2.1.3 Origin and Development of PsyCap Research
2.1.4 Relationship between PsyCap and Psychological Burnout
2.1.5 Relationship between PsyCap and Teachers Job Demand Stress
2.1.6 Relationship between Job-Demand Stress and Burnout
2.1.7 The Difference between Job Demand Stress and Burnout
2.2 Types of Job-related Stress
2.2.1 Psychological Concepts
2.2.2 Physiological Concepts
2.3 Sources of Job-Related Stress
2.3.1 Direct Sources
2.3.2 Indirect Sources
2.4 Effects of Job-Related Stress
2.4.1 Emotional Outcomes of Stress on Teachers
2.4.2 Physiological or Organic Consequences of Stress
2.4.3 Professional Influences of Stress
2.5 Teachers' Job Background Characteristics
2.5.1 Religion
2.5.2 Age
2.5.4 Marital Status
2.5.5 Qualification Level
2.5.6 Teaching Experience
2.5.7 Teaching Class Size
2.5.8 Level of Class Taught
2.5.9 Educational Institute Type
2.6 Theoretical Models of Stress
2.6.1 Academic Models of Stress
2.6.2 Models Used in the Current Research
2.6.3 Theoretical Framework
2.7 Mechanism of Positive Psychological Capital in Early Childhood Teachers Stress
2.7.1 PsyCap Research and Implications
2.7.2 Positive Psychological Capital as a Mediator in Early Childhood Teachers' Stress
2.7.3 Positive Psychological Capital as Moderator in Early Childhood Teacher's Stress
2.7.4 Positive Psychology (PsyCap) and Wellbeing Chapter 3:Research Method & Material
3.1 Objectives
3.2 Hypothesis
3.3 Instruments
3.3.1 Job-Demand Stress (JDS)
3.3.2 PsyCap PCQ-24
3.3.3 Maslach Burnout Inventory (MBI)
3.4 Sampling Design
3.4.1 Samples
3.4.2 Procedure
3.4.3 Statistical Analysis
3.5 Ethical Considerations
3.6 An original contribution to knowledge Chapter 4:Findings on the ECE Teachers Demographic, Job Demand Stress, Burnout, andPsyCap
4.1 Early Childhood Teachers Demographic Characteristics
4.1.1 Descriptive Statistics on the Biographical characteristics of early childhood teachers
4.1.2 Descriptive statistics on School-Related Characteristic of Early Childhood Teachers
4.3 Statistical Description of Research Variables
4.3.1 The Statistical Description of Job Demand Stress
4.3.2 The Statistical Description of Psychological Burnout
4.3.3 The Statistical Description of PsyCap
4.4 Relationship among Stress, Burnout, PsyCap, and Demographic Factors
4.4.1 Relationship among Stress, Burnout, PsyCap & Personal Factors
4.4.2 Relationship among Stress, Burnout, PsyCap & School Related Factors
4.5 The Validity, Reliability and Partial Constructs Correlation of Research Variables Chapter 5:Findings on the Psychometric Analysis of Research Variables
5.1 Job-Demand Stress Measurement
5.1.1 Construction of Job-Demand Stress by Exploratory Factor Analysis
5.1.2 Post Hoc Scale Reduction of the Teacher Stress Scale
5.1.3 Construction of Job Demand Stress by Confirmatory Factor Analysis
5.1.4 Construction of Job-Demand Stress by Multi Group Factor Analysis
5.2 Psychological Burnout (MBI-ES) Measurement
5.2.1 Construction of Psychological Burnout (MBI-ES) by Exploratory Factor Analysis
5.2.2 Post Hoc Scale Reduction of the MBI-ES
5.2.3 Construction of Psychological Burnout by Confirmatory Factor Analysis
5.2.4 Construction of Psychological Burnout (MBI-ES) by Multi Group factor analysis
5.3 Positive Psychological Capital Measurement
5.3.1 Construction of Positive Psychological Capital by Exploratory Factor Analysis
5.3.2 Post Hoc Scale Reduction of PsyCap
5.3.3 Construction of PsyCap by Confirmatory Factor Analysis
5.3.4 Construction of PsyCap by Multi Group Factor Analysis Chapter 6:The Mechanism of Positive Psychological Capital
6.1 Direct Effect of Job-Demand Stress on Psychological Burnout
6.2 The Mediation Effects of Positive Psychological Resource
6.3 The Moderating Effect of Positive Psychological Capital
6.4 Logical Statistical Route for Direct, Moderation and Mediation Effects Analysis Chapter 7:Discussion on Findings
7.1 Discussion on Early Childhood Teachers' Demographics and Stress
7.1.1 Relationship among Stress & Biographical Characteristics of Respondents
7.1.2 Relationship among Stress and Work-Related Characteristics of the Respondents
7.2 Discussion on Mechanism of Positive Psychological Capital
7.2.1 The Direct Effect of Job-Demand Stress on Burnout
7.2.2 The Mediation Effect of PsyCap on Early Childhood Teachers' Stress & Burnout
7.2.3 The Moderation Effect of PsyCap on Early Childhood Teachers Stress & Burnout
7.3 Discussion on PsyCap and ECE teacher's Well-Being across Culture
7.3.1 Chinese Culture and Teacher's Well-Being
7.3.2 Pakistani Culture and Teacher's Well-Being Chapter 8:Conclusion, Recommendation & Research Prospects
8.1 Conclusion
8.1.1 Teachers Stress affected by Demographic Characteristics
8.1.2 Teachers Stress Directly Effect Psychological Burnout in Pakistan and China
8.1.3 PsyCap Contributions mediated Teacher Stress and Burnout
8.1.4 PsyCap Contributions moderated Teacher Stress and Burnout
8.1.5 Teachers PsyCap and Well-being affected by Cultural Aspects
8.2 Scope of the Research
8.3 Limitations of the study
8.4 Suggestions
8.4.1 Recommendations to Researchers
8.4.2 Recommendations to Teachers
8.4.3 Recommendations to Policymakers
8.5 Final Words References Appendices List of Publications during study period while pursuing doctorate degree Acknowledgement
本文编号：3922382
【文章页数】：225 页
【学位级别】：博士
【文章目录】：
摘要 Abstract List of Abbreviations Chapter 1:Background of the Study
1.1 Definitions of Terminologies
1.1.1 Stress and Early Childhood Teacher's Stress
1.1.2 Burnout and Early Childhood Teachers Burnout
1.1.3 PsyCap and Early Childhood Teacher' Positive Psychology
1.1.4 Relationship between PsyCap, ECET's Stress, and Burnout
1.2 Justification and Rationale of Research
1.2.1 Research Interest Based on the Practical Significance
1.2.2 Research Interest Based on the Theoretical Significance
1.2.3 Overall Objectives Chapter 2:Review of Related Literature
2.1 Historical Development and the Relationship of Research Variables
2.1.1 The Origin and Development of Teachers Job Demand Stress
2.1.2 The Origin and Development of Teachers Burnout Research
2.1.3 Origin and Development of PsyCap Research
2.1.4 Relationship between PsyCap and Psychological Burnout
2.1.5 Relationship between PsyCap and Teachers Job Demand Stress
2.1.6 Relationship between Job-Demand Stress and Burnout
2.1.7 The Difference between Job Demand Stress and Burnout
2.2 Types of Job-related Stress
2.2.1 Psychological Concepts
2.2.2 Physiological Concepts
2.3 Sources of Job-Related Stress
2.3.1 Direct Sources
2.3.2 Indirect Sources
2.4 Effects of Job-Related Stress
2.4.1 Emotional Outcomes of Stress on Teachers
2.4.2 Physiological or Organic Consequences of Stress
2.4.3 Professional Influences of Stress
2.5 Teachers' Job Background Characteristics
2.5.1 Religion
2.5.2 Age
2.5.4 Marital Status
2.5.5 Qualification Level
2.5.6 Teaching Experience
2.5.7 Teaching Class Size
2.5.8 Level of Class Taught
2.5.9 Educational Institute Type
2.6 Theoretical Models of Stress
2.6.1 Academic Models of Stress
2.6.2 Models Used in the Current Research
2.6.3 Theoretical Framework
2.7 Mechanism of Positive Psychological Capital in Early Childhood Teachers Stress
2.7.1 PsyCap Research and Implications
2.7.2 Positive Psychological Capital as a Mediator in Early Childhood Teachers' Stress
2.7.3 Positive Psychological Capital as Moderator in Early Childhood Teacher's Stress
2.7.4 Positive Psychology (PsyCap) and Wellbeing Chapter 3:Research Method & Material
3.1 Objectives
3.2 Hypothesis
3.3 Instruments
3.3.1 Job-Demand Stress (JDS)
3.3.2 PsyCap PCQ-24
3.3.3 Maslach Burnout Inventory (MBI)
3.4 Sampling Design
3.4.1 Samples
3.4.2 Procedure
3.4.3 Statistical Analysis
3.5 Ethical Considerations
3.6 An original contribution to knowledge Chapter 4:Findings on the ECE Teachers Demographic, Job Demand Stress, Burnout, andPsyCap
4.1 Early Childhood Teachers Demographic Characteristics
4.1.1 Descriptive Statistics on the Biographical characteristics of early childhood teachers
4.1.2 Descriptive statistics on School-Related Characteristic of Early Childhood Teachers
4.3 Statistical Description of Research Variables
4.3.1 The Statistical Description of Job Demand Stress
4.3.2 The Statistical Description of Psychological Burnout
4.3.3 The Statistical Description of PsyCap
4.4 Relationship among Stress, Burnout, PsyCap, and Demographic Factors
4.4.1 Relationship among Stress, Burnout, PsyCap & Personal Factors
4.4.2 Relationship among Stress, Burnout, PsyCap & School Related Factors
4.5 The Validity, Reliability and Partial Constructs Correlation of Research Variables Chapter 5:Findings on the Psychometric Analysis of Research Variables
5.1 Job-Demand Stress Measurement
5.1.1 Construction of Job-Demand Stress by Exploratory Factor Analysis
5.1.2 Post Hoc Scale Reduction of the Teacher Stress Scale
5.1.3 Construction of Job Demand Stress by Confirmatory Factor Analysis
5.1.4 Construction of Job-Demand Stress by Multi Group Factor Analysis
5.2 Psychological Burnout (MBI-ES) Measurement
5.2.1 Construction of Psychological Burnout (MBI-ES) by Exploratory Factor Analysis
5.2.2 Post Hoc Scale Reduction of the MBI-ES
5.2.3 Construction of Psychological Burnout by Confirmatory Factor Analysis
5.2.4 Construction of Psychological Burnout (MBI-ES) by Multi Group factor analysis
5.3 Positive Psychological Capital Measurement
5.3.1 Construction of Positive Psychological Capital by Exploratory Factor Analysis
5.3.2 Post Hoc Scale Reduction of PsyCap
5.3.3 Construction of PsyCap by Confirmatory Factor Analysis
5.3.4 Construction of PsyCap by Multi Group Factor Analysis Chapter 6:The Mechanism of Positive Psychological Capital
6.1 Direct Effect of Job-Demand Stress on Psychological Burnout
6.2 The Mediation Effects of Positive Psychological Resource
6.3 The Moderating Effect of Positive Psychological Capital
6.4 Logical Statistical Route for Direct, Moderation and Mediation Effects Analysis Chapter 7:Discussion on Findings
7.1 Discussion on Early Childhood Teachers' Demographics and Stress
7.1.1 Relationship among Stress & Biographical Characteristics of Respondents
7.1.2 Relationship among Stress and Work-Related Characteristics of the Respondents
7.2 Discussion on Mechanism of Positive Psychological Capital
7.2.1 The Direct Effect of Job-Demand Stress on Burnout
7.2.2 The Mediation Effect of PsyCap on Early Childhood Teachers' Stress & Burnout
7.2.3 The Moderation Effect of PsyCap on Early Childhood Teachers Stress & Burnout
7.3 Discussion on PsyCap and ECE teacher's Well-Being across Culture
7.3.1 Chinese Culture and Teacher's Well-Being
7.3.2 Pakistani Culture and Teacher's Well-Being Chapter 8:Conclusion, Recommendation & Research Prospects
8.1 Conclusion
8.1.1 Teachers Stress affected by Demographic Characteristics
8.1.2 Teachers Stress Directly Effect Psychological Burnout in Pakistan and China
8.1.3 PsyCap Contributions mediated Teacher Stress and Burnout
8.1.4 PsyCap Contributions moderated Teacher Stress and Burnout
8.1.5 Teachers PsyCap and Well-being affected by Cultural Aspects
8.2 Scope of the Research
8.3 Limitations of the study
8.4 Suggestions
8.4.1 Recommendations to Researchers
8.4.2 Recommendations to Teachers
8.4.3 Recommendations to Policymakers
8.5 Final Words References Appendices List of Publications during study period while pursuing doctorate degree Acknowledgement
本文编号：3922382
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