[1]
|
黄明明, 郭莉萍, 陈丽萍, 赵守盈(2024). 个人-组织匹配与幼儿教师职业倦怠的关系: 有调节的中介模型. 心理科学, 47(3), 622-629.
|
[2]
|
李静(2012). 不同社会阶层对贫富差距的归因倾向研究. 博士学位论文, 武汉: 华中师范大学.
|
[3]
|
廖海萍, 燕晓彬, 张华(2019). 政治技能与自我效能感对职业适应能力的影响——自尊的中介作用. 心理科学, 42(1), 144-149.
|
[4]
|
邱俊杰, 何吴明, 王馥芸, 郑剑虹(2022). 影响特教教师职业倦怠的心理因素: 基于优势分析的比较. 中国特殊教育, (5), 88-96.
|
[5]
|
唐雪梅(2010). 硕士研究生职业适应性研究——以成都高校毕业生为例. 硕士学位论文, 成都: 西南交通大学.
|
[6]
|
王艳丽, 胡小勇, 王康(2023). 居民社会阶层和主观幸福感: 社区认同和控制感的链式中介作用. 中国临床心理学杂志, 31(4), 1003-1006+1012.
|
[7]
|
王益富, 王丽丽, 张建人, 董薇(2016). 员工职业适应能力量表的编制及初步应用. 中国临床心理学杂志, 24(6), 1021-1028.
|
[8]
|
伍新春, 齐亚静, 余蓉蓉, 臧伟伟(2016). 中小学教师职业倦怠问卷的进一步修订. 中国临床心理学杂志, 24(5), 856-860.
|
[9]
|
杨沈龙, 郭永玉, 胡小勇, 舒首立, 李静(2016). 低阶层者的系统合理化水平更高吗?——基于社会认知视角的考察. 心理学报, 48(11), 1467-1478.
|
[10]
|
张文(2010). 中小学教师心理资本问卷的编制及其特征分析. 硕士学位论文, 重庆: 西南大学.
|
[11]
|
张玉红, 任淑港, 牟彪(2021). 特殊教育教师生涯适应力现状及其与组织支持感关系的实证研究. 教育与教学研究, 35(8), 117-128.
|
[12]
|
Bakker, A. B. (2015). Towards a Multilevel Approach of Employee Well-Being. European Journal of Work and Organizational Psychology, 24, 839-843. https://doi.org/10.1080/1359432x.2015.1071423
|
[13]
|
Bakker, A. B., & de Vries, J. D. (2021). Job Demands-Resources Theory and Self-Regulation: New Explanations and Remedies for Job Burnout. Anxiety, Stress, & Coping, 34, 1-21. https://doi.org/10.1080/10615806.2020.1797695
|
[14]
|
Bakker, A. B., & Demerouti, E. (2017). Job Demands-Resources Theory: Taking Stock and Looking Forward. Journal of Occupational Health Psychology, 22, 273-285. https://doi.org/10.1037/ocp0000056
|
[15]
|
Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. (2023). Job Demands-Resources Theory: Ten Years Later. Annual Review of Organizational Psychology and Organizational Behavior, 10, 25-53. https://doi.org/10.1146/annurev-orgpsych-120920-053933
|
[16]
|
Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. I. (2014). Burnout and Work Engagement: The JD-R Approach. Annual Review of Organizational Psychology and Organizational Behavior, 1, 389-411. https://doi.org/10.1146/annurev-orgpsych-031413-091235
|
[17]
|
Ballantyne, J., & Retell, J. (2020). Teaching Careers: Exploring Links between Well-Being, Burnout, Self-Efficacy and Praxis Shock. Frontiers in Psychology, 10, Article No. 2255. https://doi.org/10.3389/fpsyg.2019.02255
|
[18]
|
Barratt, J. M., & Duran, F. (2021). Does Psychological Capital and Social Support Impact Engagement and Burnout in Online Distance Learning Students? The Internet and Higher Education, 51, Article ID: 100821. https://doi.org/10.1016/j.iheduc.2021.100821
|
[19]
|
Baruch, Y., & Sullivan, S. E. (2022). The Why, What and How of Career Research: A Review and Recommendations for Future Study. Career Development International, 27, 135-159. https://doi.org/10.1108/cdi-10-2021-0251
|
[20]
|
Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013. Education and Treatment of Children, 37, 681-711. https://doi.org/10.1353/etc.2014.0032
|
[21]
|
Conti, C., Fontanesi, L., Lanzara, R., Rosa, I., Doyle, R. L., & Porcelli, P. (2021). Burnout Status of Italian Healthcare Workers during the First COVID-19 Pandemic Peak Period. Healthcare, 9, Article No. 510. https://doi.org/10.3390/healthcare9050510
|
[22]
|
Deci, E. L., & Ryan, R. M. (2008). Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health. Canadian Psychology, 49, 182-185. https://doi.org/10.1037/a0012801
|
[23]
|
Emery, D. W., & Vandenberg, B. (2010). Special Education Teacher Burnout and Act. International Journal of Special Education, 25, 119-131.
|
[24]
|
Freire, C., Ferradás, M. d. M., García-Bértoa, A., Núñez, J. C., Rodríguez, S., & Piñeiro, I. (2020). Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing. International Journal of Environmental Research and Public Health, 17, Article No. 8403. https://doi.org/10.3390/ijerph17228403
|
[25]
|
García-Merino, S., Martín, N., & Alcover, C. (2023). The Role of Job Crafting and Psychological Capital in the Relationship between Job Autonomy and Work Engagement: A Serial Mediation Model. The Spanish Journal of Psychology, 26, e17. https://doi.org/10.1017/sjp.2023.17
|
[26]
|
Gong, Z., Chen, Y., & Wang, Y. (2019). The Influence of Emotional Intelligence on Job Burnout and Job Performance: Mediating Effect of Psychological Capital. Frontiers in Psychology, 10, Article No. 2707. https://doi.org/10.3389/fpsyg.2019.02707
|
[27]
|
Hadar, L. L., Ergas, O., Alpert, B., & Ariav, T. (2020). Rethinking Teacher Education in a VUCA World: Student Teachers’ Social-Emotional Competencies during the Covid-19 Crisis. European Journal of Teacher Education, 43, 573-586. https://doi.org/10.1080/02619768.2020.1807513
|
[28]
|
Haenggli, M., & Hirschi, A. (2020). Career Adaptability and Career Success in the Context of a Broader Career Resources Framework. Journal of Vocational Behavior, 119, Article ID: 103414. https://doi.org/10.1016/j.jvb.2020.103414
|
[29]
|
Hirschi, A. (2009). Career Adaptability Development in Adolescence: Multiple Predictors and Effect on Sense of Power and Life Satisfaction. Journal of vocational behavior, 74, 145-155. https://doi.org/10.1016/j.jvb.2009.01.002
|
[30]
|
Hirschi, A., Herrmann, A., & Keller, A. C. (2015). Career Adaptivity, Adaptability, and Adapting: A Conceptual and Empirical Investigation. Journal of Vocational Behavior, 87, 1-10. https://doi.org/10.1016/j.jvb.2014.11.008
|
[31]
|
Hobfoll, S. E. (1989). Conservation of Resources: A New Attempt at Conceptualizing Stress. American Psychologist, 44, 513-524. https://doi.org/10.1037/0003-066x.44.3.513
|
[32]
|
Hobfoll, S. E. (2001). The Influence of Culture, Community, and the Nested‐Self in the Stress Process: Advancing Conservation of Resources Theory. Applied Psychology, 50, 337-421. https://doi.org/10.1111/1464-0597.00062
|
[33]
|
Hobfoll, S. E., Halbesleben, J., Neveu, J., & Westman, M. (2018). Conservation of Resources in the Organizational Context: The Reality of Resources and Their Consequences. Annual Review of Organizational Psychology and Organizational Behavior, 5, 103-128. https://doi.org/10.1146/annurev-orgpsych-032117-104640
|
[34]
|
Holland, J. L. (1958). A Personality Inventory Employing Occupational Titles. Journal of Applied Psychology, 42, 336-342. https://doi.org/10.1037/h0047330
|
[35]
|
Karasek, R. A. (1979). Job Demands, Job Decision Latitude, and Mental Strain: Implications for Job Redesign. Administrative Science Quarterly, 24, Article No. 285. https://doi.org/10.2307/2392498
|
[36]
|
Kraus, M. W., Piff, P. K., & Keltner, D. (2009). Social Class, Sense of Control, and Social Explanation. Journal of Personality and Social Psychology, 97, 992-1004. https://doi.org/10.1037/a0016357
|
[37]
|
Lachman, M. E., & Weaver, S. L. (1998). The Sense of Control as a Moderator of Social Class Differences in Health and Well-being. Journal of Personality and Social Psychology, 74, 763-773. https://doi.org/10.1037/0022-3514.74.3.763
|
[38]
|
Langher, V., Caputo, A., & Ricci, M. E. (2017). The Potential Role of Perceived Support for Reduction of Special Education Teachers’ Burnout. International Journal of Educational Psychology, 6, Article No. 120. https://doi.org/10.17583/ijep.2017.2126
|
[39]
|
Li, S. (2023). The Effect of Teacher Self-Efficacy, Teacher Resilience, and Emotion Regulation on Teacher Burnout: A Mediation Model. Frontiers in Psychology, 14, Article ID: 1185079. https://doi.org/10.3389/fpsyg.2023.1185079
|
[40]
|
Lichtenthaler, P. W., & Fischbach, A. (2018). A Meta-Analysis on Promotion-and Prevention-Focused Job Crafting. European Journal of Work and Organizational Psychology, 28, 30-50. https://doi.org/10.1080/1359432x.2018.1527767
|
[41]
|
Liu, D., & Du, R. (2024). Psychological Capital, Mindfulness, and Teacher Burnout: Insights from Chinese EFL Educators through Structural Equation Modeling. Frontiers in Psychology, 15, Article ID: 1351912. https://doi.org/10.3389/fpsyg.2024.1351912
|
[42]
|
Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive Psychological Capital: Measurement and Relationship with Performance and Satisfaction. Personnel Psychology, 60, 541-572. https://doi.org/10.1111/j.1744-6570.2007.00083.x
|
[43]
|
Magnano, P., Lodi, E., Zammitti, A., & Patrizi, P. (2021). Courage, Career Adaptability, and Readiness as Resources to Improve Well-Being during the University-to-Work Transition in Italy. International Journal of Environmental Research and Public Health, 18, Article No. 2919. https://doi.org/10.3390/ijerph18062919
|
[44]
|
Maslach, C., & Leiter, M. P. (1997). The Truth about Burnout: How Organizations Cause Personal Stress and What to Do about It (pp. xi, 186). Jossey-Bass.
|
[45]
|
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job Burnout. Annual Review of Psychology, 52, 397-422. https://doi.org/10.1146/annurev.psych.52.1.397
|
[46]
|
Öztemel, K., & Yıldız-Akyol, E. (2021). The Predictive Role of Happiness, Social Support, and Future Time Orientation in Career Adaptability. Journal of Career Development, 48, 199-212. https://doi.org/10.1177/0894845319840437
|
[47]
|
Ptáček, R., Vnukova, M., Raboch, J., Smetackova, I., Sanders, E., Svandova, L. et al. (2019). Burnout Syndrome and Lifestyle among Primary School Teachers: A Czech Representative Study. Medical Science Monitor, 25, 4974-4981. https://doi.org/10.12659/msm.914205
|
[48]
|
Rehman, S. u., Qingren, C., Latif, Y., & Iqbal, P. (2017). Impact of Psychological Capital on Occupational Burnout and Performance of Faculty Members. International Journal of Educational Management, 31, 455-469. https://doi.org/10.1108/ijem-01-2016-0011
|
[49]
|
Rudolph, C. W., Katz, I. M., Lavigne, K. N., & Zacher, H. (2017). Job Crafting: A Meta-Analysis of Relationships with Individual Differences, Job Characteristics, and Work Outcomes. Journal of Vocational Behavior, 102, 112-138. https://doi.org/10.1016/j.jvb.2017.05.008
|
[50]
|
Rudolph, C. W., Zacher, H., & Hirschi, A. (2019). Empirical Developments in Career Construction Theory. Journal of Vocational Behavior, 111, 1-6. https://doi.org/10.1016/j.jvb.2018.12.003
|
[51]
|
Salmela-Aro, K., Hietajärvi, L., & Lonka, K. (2019). Work Burnout and Engagement Profiles among Teachers. Frontiers in Psychology, 10, Article No. 2254. https://doi.org/10.3389/fpsyg.2019.02254
|
[52]
|
Sandmeier, A., Baeriswyl, S., Krause, A., & Muehlhausen, J. (2022). Work until You Drop: Effects of Work Overload, Prolonging Working Hours, and Autonomy Need Satisfaction on Exhaustion in Teachers. Teaching and Teacher Education, 118, Article ID: 103843. https://doi.org/10.1016/j.tate.2022.103843
|
[53]
|
Savickas, M. L. (1997). Career Adaptability: An Integrative Construct for Life‐Span, Life‐Space Theory. The Career Development Quarterly, 45, 247-259. https://doi.org/10.1002/j.2161-0045.1997.tb00469.x
|
[54]
|
Savickas, M. L. (2012). Life Design: A Paradigm for Career Intervention in the 21st Century. Journal of Counseling & Development, 90, 13-19. https://doi.org/10.1111/j.1556-6676.2012.00002.x
|
[55]
|
Savickas, M. L. (2019). Career Construction Theory. In Career Construction Theory: Life Portraits of Attachment, Adaptability, and Identity (pp. 3-44). 48HrBooks.
|
[56]
|
Savickas, M. L., & Porfeli, E. J. (2012). Career Adapt-Abilities Scale: Construction, Reliability, and Measurement Equivalence across 13 Countries. Journal of Vocational Behavior, 80, 661-673. https://doi.org/10.1016/j.jvb.2012.01.011
|
[57]
|
Skaalvik, E. M., & Skaalvik, S. (2017). Still Motivated to Teach? A Study of School Context Variables, Stress and Job Satisfaction among Teachers in Senior High School. Social Psychology of Education, 20, 15-37. https://doi.org/10.1007/s11218-016-9363-9
|
[58]
|
Song, Z., Pan, B., & Wang, Y. (2021). Can Trait Mindfulness Improve Job Satisfaction? The Relationship between Trait Mindfulness and Job Satisfaction of Preschool Teachers: The Sequential Mediating Effect of Basic Psychological Needs and Positive Emotions. Frontiers in Psychology, 12, Article ID: 788035. https://doi.org/10.3389/fpsyg.2021.788035
|
[59]
|
Tims, M., & Bakker, A. B. (2010). Job Crafting: Towards a New Model of Individual Job Redesign. SA Journal of Industrial Psychology, 36, 1-9. https://doi.org/10.4102/sajip.v36i2.841
|
[60]
|
Vogt, K., Hakanen, J. J., Brauchli, R., Jenny, G. J., & Bauer, G. F. (2015). The Consequences of Job Crafting: A Three-Wave Study. European Journal of Work and Organizational Psychology, 25, 353-362. https://doi.org/10.1080/1359432x.2015.1072170
|
[61]
|
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-Efficacy and Causal Attributions in Teachers: Effects on Burnout, Job Satisfaction, Illness, and Quitting Intentions. Teaching and Teacher Education, 47, 120-130. https://doi.org/10.1016/j.tate.2014.12.005
|
[62]
|
Wu, T., Yuan, K., Yen, D. C., & Yeh, C. (2023). The Effects of JDC Model on Burnout and Work Engagement: A Multiple Interaction Analysis. European Management Journal, 41, 395-403. https://doi.org/10.1016/j.emj.2022.02.001
|
[63]
|
Xu, M., Lu, H., & Guo, Q. (2023). Research on the Impact of Basic Psychological Needs Satisfaction on Career Adaptability of Chinese College Students. Frontiers in Psychology, 14, Article ID: 1275582. https://doi.org/10.3389/fpsyg.2023.1275582
|
[64]
|
Yang, X., Feng, Y., Meng, Y., & Qiu, Y. (2019). Career Adaptability, Work Engagement, and Employee Well-Being among Chinese Employees: The Role of Guanxi. Frontiers in Psychology, 10, Article No. 1029. https://doi.org/10.3389/fpsyg.2019.01029
|
[65]
|
Yu, K., Liu, C., & Li, Y. (2019). Beyond Social Exchange: Career Adaptability Linking Work Stressors and Counterproductive Work Behavior. Frontiers in Psychology, 10, Article No. 1079. https://doi.org/10.3389/fpsyg.2019.01079
|
[66]
|
Zhang, Y., Zhang, S., & Hua, W. (2019). The Impact of Psychological Capital and Occupational Stress on Teacher Burnout: Mediating Role of Coping Styles. The Asia-Pacific Education Researcher, 28, 339-349. https://doi.org/10.1007/s40299-019-00446-4
|
[67]
|
Zhao, X., Wu, K., Sun, B., & Li, W. (2022). Teacher Career Calling Reduces Burnout: The Mediation Effects of Work Engagement and Psychological Capital. Frontiers in Psychology, 13, Article ID: 988467. https://doi.org/10.3389/fpsyg.2022.988467
|
[68]
|
Zhen, B., Yao, B., & Zhou, X. (2023). Acute Stress Disorder and Job Burnout in Primary and Secondary School Teachers during the COVID-19 Pandemic: The Moderating Effect of Sense of Control. Current Psychology, 42, 19853-19860. https://doi.org/10.1007/s12144-022-03134-7
|