职业适应与特教教师职业倦怠的关系:控制感和心理资本的链式中介效应
The Relationship between Occupational Adaptation and Job Burnout among Special Education Teachers: The Chain Mediating Effect of Perceived Control and Psychological Capital
DOI: 10.12677/ap.2025.157395, PDF, HTML, XML,    科研立项经费支持
作者: 邱俊杰*:岭南师范学院,广东省特殊儿童发展与教育重点实验室,广东 湛江;岭南师范学院教育科学学院,广东 湛江;沈华彬:岭南师范学院教育科学学院,广东 湛江
关键词: 职业倦怠职业适应控制感心理资本Job Burnout Occupational Adaptation Perceived Control Psychological Capital
摘要: 本研究基于职业生涯建构理论和工作要求–资源理论,探讨职业适应对特教教师职业倦怠的影响机制,重点考察控制感与心理资本的链式中介作用。采用职业适应量表、控制感量表、心理资本量表以及职业倦怠量表对406名特教教师展开问卷调查。结果发现,职业适应显著负向预测职业倦怠,控制感和心理资本在其中起到单独的中介作用以及链式作用;表明适应性资源作为直接抵御倦怠的核心,也可促进控制感和心理资本等资源,通过资源增益螺旋路径缓解职业倦怠。建议通过生涯指导干预与组织支持策略,系统强化特教教师的适应性资源与心理资本储备。
Abstract: Objective: This study investigates the relationship between occupational adaptation and job burnout among special education teachers, focusing on the chain mediating effects of perceived control and psychological capital. Methods: A cross-sectional survey was conducted with 406 special education teachers using validated scales for occupational adaptation, job burnout, perceived control, and psychological capital. Data were analyzed using SPSS 26.0 for descriptive statistics, correlation analysis, and the PROCESS macro to test mediation effects, controlling for teaching age and social class. Results: Occupational adaptation significantly negatively predicted job burnout. Perceived control and psychological capital independently mediated this relationship, with a significant chain mediation effect. Teachers with higher occupational adaptation exhibited greater perceived control and psychological capital, which collectively reduced burnout risk. Conclusion: Occupational adaptation mitigates job burnout through enhanced perceived control and psychological capital. These findings highlight the importance of fostering adaptive resources and psychological resilience in special education settings to promote teacher well-being. Interventions targeting self-regulation strategies, workplace autonomy, and psychological capital development are recommended to address burnout in this high-stress profession.
文章引用:邱俊杰, 沈华彬 (2025). 职业适应与特教教师职业倦怠的关系:控制感和心理资本的链式中介效应. 心理学进展, 15(7), 1-11. https://doi.org/10.12677/ap.2025.157395

1. 引言

在VUCA时代(Volatility, Uncertainty, Complexity, Ambiguity)的动荡下,职业环境呈现出前所未有的易变性、复杂性和不确定性(Baruch & Sullivan, 2022; Hadar et al., 2020)。在社会支持架构薄弱且缺乏稳定性的背景下,特殊教育教师群体的心理健康问题日益加剧。职业倦怠(job burnout)是个体长期承受工作压力并适应失败的心理反应,表现为情绪性资源的匮乏(emotional exhaustion)、冷漠的工作态度(cynicism)以及对职业的不胜任感(sense of inefficacy)三个方面(Maslach et al., 2001)。由于工作对象与场域的独特性,以及角色与责任的多重性特征,特教教师往往因长时间、高强度地暴露于压力源而产生职业倦怠(Emery & Vandenberg, 2010; 邱俊杰等,2022)。职业适应指的是个人在适应工作环境时心理资源或心理优势,能够通过对情绪、行为和心理的调适来应对职业发展中的危机(Savickas & Porfeli, 2012)。因此,探究特教教师职业适应对其职业倦怠影响及其内在机制具有重要意义。

1.1. 职业适应与特教教师职业倦怠的关系

职业生涯建构理论(career construction theory, 简称CCT)为理解个体与工作的双向建构提供了重要视角,相较于早期人–职匹配的理论观点而言,更契合二者的动态关系(Holland, 1958; Maslach & Leiter, 1997; Savickas, 2012)。CCT强调个体的主观能动性,认为个人职业成就来源于对工作持续的积极适应过程。当个体具备内在的适应倾向(adaptivity)时,将主动发展自身的适应能力(adaptability),同时获取更多的适应性资源,能够在面临外界挑战时有效地做出适应反应(adapting),最终达到与环境相适应(adaptation)的和谐状态(Savickas, 2012, 2019)。需要说明的是,职业健康领域广泛提及的生涯适应力(career adaptability)与本研究关注的职业适应(occupational adaptability)有所区别。前者侧重于个人生涯轴线上的发展问题,是一个基于动态适应链的纵向概念(廖海萍等,2019王益富等,2016);而后者是为研究当前特教教师职业倦怠问题的一个横断概念。具体而言,职业适应对应生涯适应路径的最后阶段,是个人与环境互构过程中获得的平衡状态,表现为成熟的职业特征(如职业效能、职业认可、职业能力等)或充足的心理适应性资源(黄明明等,2024Savickas & Porfeli, 2012)。与之相反,职业倦怠可理解为个体对其职业的变化和挑战适应不良的结果,是一种职业性创伤。工作要求–资源理论(job demands-resources theory, 简称JD-R)认为,职业倦怠的本质就是工作中“要求繁苛、资源匮乏”的失衡状态(Bakker et al., 2014; Bakker & Demerouti, 2017)。职业适应作为一种适应性的心理资源,能够降低职业倦怠的风险,是特教教师不可或缺的心理资源(Bakker et al., 2023; 张玉红等,2021)。以往研究表明,良好的职业适应与工作投入、生活满意度、心理繁盛等积极方面呈正相关关系(Magnano et al., 2021; Yang et al., 2019)。职业适应较好的个体会积极地规划和探索职业生涯并表现出更高的职业效能感,不易受到职业冲击和困境的影响,因此倦怠的风险相对较低(Ballantyne & Retell, 2020; Hirschi et al., 2015)。Rudolph等人(2017)研究发现,职业适应通过降低前因变量的水平,即减少个人对工作压力的感知来影响职业倦怠。综上,本研究提出假设H1:职业适应负向预测特教教师的职业倦怠。

1.2. 控制感在职业适应与特教教师职业倦怠间的中介作用

控制感(perceived control)是指个体对自己能够影响和掌控周围环境的能力的主观体验或评价(Lachman & Weaver, 1998)。作为个体的基本心理需求,控制感也是职业适应性的核心维度(Deci & Ryan, 2008; Savickas, 1997)。以往研究表明,工作控制(例如决策权、自主权)可以降低教师的压力水平,进而减缓职业倦怠的形成(Zhen et al., 2023)。而缺乏控制感的教师往往疲于应付多方压力,难以投入到教学工作中去,更容易形成职业倦怠(Salmela-Aro et al., 2019; Wu et al., 2023)。基于Savickas (2019)的适应路径模型,从“适应性资源的调配”到“适应性的行为反应”再到“相对稳定的适应状态”,控制感可能是缓冲职业倦怠的关键资源变量。Hirschi (2009)的研究发现,个人与职业的适应程度可以预测其对生活的控制水平。JD-R进一步指出,控制感作为一种心理资源,能够缓冲工作要求和压力源对个体的负面影响(Bakker & Demerouti, 2017)。大量实证研究表明,拥有自主权的教师更不易受工作负荷的负面影响,并较少经历情绪耗竭的状态(Sandmeier et al., 2022; Skaalvik & Skaalvik, 2017; Zhen et al., 2023)。据此,本研究提出假设H2:控制感在职业适应和特教教师职业倦怠之间起中介作用。

1.3. 心理资本在职业适应与特教教师职业倦怠间的中介作用

随着积极心理学在组织行为领域的兴起,同样涵盖个体资源的心理资本(psychological capital)从社会资本、人力资本等概念中脱颖而出,成为职业健康领域的研究热点之一。心理资本指的是个体在发展过程中所展现的积极心理状态,也是促进个体发展和成就的核心要素(within-HERO),包含希望(hope)、效能感(efficacy)、韧性(resilience)、乐观(optimism)四个特征(Luthans et al., 2007)。在希望、韧性等心理资本上的富有与教师的心盛(flourishing)有关,能够正向预测个人的工作表现和投入(Barratt & Duran, 2021; Freire et al., 2020)。资源保存理论(conservation of resources theory, 简称COR)认为,积累和保护具有价值的资源是人类普遍的倾向;当个体的资源受到威胁、损失或者未从先前资源投资中得到预期回报时,将不断产生心理压力直至获得足够资源(Hobfoll, 1989, 2001)。据此,特教教师的职业倦怠可能是资源匮乏甚至消耗殆尽的结果。目前已有大量研究证实心理资本及其四个维度与职业倦怠的负相关关系(Gong et al., 2019; Li, 2023; Zhao et al., 2022)。Rehman等人(2017)的研究发现,心理资本显著预测了教师职业倦怠的减少和工作表现的提高;近年研究也证实了心理资本对职业倦怠的缓冲效用(Liu & Du, 2024)。此外,心理资本作为一个“类状态”(state-like)变量,具有一定稳定性的同时又可通过外部干预进行塑造(Luthans et al., 2007)。一方面,职业适应性资源可以促进个体积极地承担挑战性任务,并为之持续付出必要的努力,这对应于心理资本的效能感维度(Savickas, 2019)。与工作角色和工作环境成功适应的个体职业满意度更高,更有信心做出工作决策,表现出较多的积极情绪(Rudolph et al., 2017; Xu et al., 2023; Yang et al., 2019)。另一方面,员工可以通过工作塑造(job crafting)来调整现有的要求和资源,将自身能力、倾向和目标与工作环境相匹配,从而提高了心理资本和工作投入的程度(Bakker et al., 2023; Vogt et al., 2015)。职业适应力较高的个体具备对职业环境探索的好奇心,开放地寻求改变的机会(Savickas & Porfeli, 2012),因而更有可能对不合适的工作环境进行积极重塑。Tims和Bakker (2010)的研究间接支持这一推论,他们发现高主动性特质(proactive personality)的个体更有可能对工作要求和资源进行调整。据此,本研究提出假设H3:心理资本在职业适应和特教教师职业倦怠之间起中介作用。

1.4. 控制感和心理资本在职业适应与特教教师职业倦怠间的链式中介作用

根据JD-R,工作自主权不足时个人积极的工作重塑可能遭到限制,并做出更多预防导向的行为,致使压力的积累(Bakker & De Vries, 2021; Lichtenthaler & Fischbach, 2018)。当教师感知工作环境可控且基本心理需求得到满足时,工作中的积极体验将显著增加,并更少感到情绪耗竭(Sandmeier et al., 2022; Song et al., 2021)。García-Merino等人(2023)研究发现,组织赋予的积极资源(如自主权)有助于员工高效应对挑战,并提升心理资本。正如COR的资源车队和通道(Resource caravans and resource caravan passageways)原则所述,类似自主控制感、乐观、效能感这些个人或组织层面的资源都并非独立存在,而是位于一定的发展环境和条件下发生相互作用,就好比在道路上一同前行的车队(Hobfoll, 2001; Hobfoll et al., 2018)。据此,本研究提出假设H4:控制感和心理资本在职业适应与特教教师职业倦怠的关系中起链式中介作用。

综上所述,本研究旨在探究职业适应与特教教师职业倦怠的关系,以及控制感和心理资本在其中的链式中介作用。鉴于教龄作为教师职业发展的重要指标可显著负向预测职业倦怠(Freire et al., 2020; Ptáček et al., 2019),并且个体的控制感与其主观社会阶层有关(Kraus et al., 2009),后续分析将教龄与社会阶层作为控制变量纳入考量。

2. 方法

2.1. 研究对象

采用方便抽样的方法,对413名特殊教育教师进行问卷调查。依据量表得分在三个标准差之外的标准确定无效数据并进行剔除,最终回收有效问卷406份,有效率为98.31%。被试平均年龄30.18 ± 7.45岁,包含男教师31名,女教师375名。

2.2. 研究工具

2.2.1. 教师职业倦怠量表

采用Maslach等人编制,伍新春等人(2016)修订的教师职业倦怠量表。该量表由情绪耗竭、非人性化和个人成就感三个维度构成,共22个题项。采用Likert 5点计分(1 = 非常不符合,5 = 非常符合),得分越高说明特教教师的职业倦怠水平越高。在本研究中,该量表Cronbach’s α系数为0.91。

2.2.2. 职业适应量表

采用唐雪梅(2010)编制的职业适应量表。该量表包含职业认知适应、职业技能适应、人际关系适应和客观环境适应四个维度,共22个题项。采用Likert 5点计分(1 = 很不符合,5 = 很符合),得分越高,说明特教教师的职业适应情况越好。在本研究中,该量表的Cronbach’s α系数为0.92。

2.2.3. 控制感量表

采用Lanchman和Weaver编制,李静(2012)翻译修订的中文版控制感量表。该量表包含掌控感和限制感两个具有可加性的维度,共12个项目。采用Likert 7点计分(1 = 完全不同意,7 = 完全同意),对限制感维度下所有题项进行反向计分后与掌控感维度的得分相加,总分越高说明特教教师的控制感越高。在本研究中,该量表的Cronbach’s α系数为0.84。

2.2.4. 心理资本量表

采用张文(2010)编制的教师心理资本调查问卷。该问卷包含自信、希望、乐观和韧性四个维度,共19个题项。采用Likert 6点计分(1 = 非常不同意,6 = 非常同意)。得分越高表示特教教师的心理资本越高。在本研究中,该问卷的Cronbach’s α系数为0.91。

2.2.5. 社会阶层

本研究通过客观社会阶层和主观社会阶层两个指标综合反映被试的社会阶层,参考过往相似研究(王艳丽等,2023杨沈龙等,2016),对两个指标进行标准化操作后求和。具体而言,本研究采用个人月收入、受教育程度两个特征值来测量其客观阶层,对其进行标准化处理和主成分分析,提取出一个特征根大于1的主因子,其方差解释率为55.44%。进而得到客观社会阶层的计算公式:客观社会阶层 = (0.745 × Z个人月收入 + 0.745 × Z学历)/1.109。其中0.745是两个指标的因子载荷,1.109为第一个因子的特征根。得分越高说明被试的客观社会阶层越高。

对于主观阶层的测量,本研究采用主观社会经济地位MacArthur阶梯量表。在施测过程中,我们向被试展示了一个10级阶梯,用以代表社区居民所处的不同阶层。阶梯的顶端表示生活条件最优越、接受最高教育、收入最高,而阶梯的底端则表示生活条件最差、接受最低教育、收入最低。被试根据自己的家庭实际情况,报告自己所处的阶梯层级。

2.3. 数据处理

本研究采用SPSS26.0对数据进行描述统计、相关分析、信度分析等,并通过Hayes开发的PROCESS 4.1对控制感和心理资本在职业适应和特教教师职业倦怠之间的中介效应进行检验。

3. 结果与分析

3.1. 共同方法偏差检验

采用Harman单因子检验对共同方法偏差进行统计检验。结果显示,共提取14个载荷大于1的因子,第一个因子方差解释力为28.57% (小于40%),说明当前研究不存在严重的共同方法偏差。

3.2. 描述统计及相关分析

对各变量的描述性统计和相关分析结果如表1所示。结果表明,教龄与社会阶层显著正相关,且二者与职业适应、控制感和心理资本呈显著正相关,并与职业倦怠存在显著的负相关关系;职业适应、控制感和心理资本三者两两显著正相关,并均与职业倦怠呈显著的负相关关系。鉴于教龄、社会阶层二者均与核心研究变量存在显著的统计学相关性,在后续中介效应分析中将教龄和社会阶层作为协变量纳入模型,以排除人口学变量对研究结果的潜在干扰。

Table 1. Descriptive statistics and correlation analysis of key variables (n = 406)

1. 主要变量的描述性统计及相关分析(n = 406)

M ± SD

教龄

社会阶层

职业适应

职业倦怠

控制感

心理资本

教龄

6.91 ±7.54

1

社会阶层

0.00 ± 1.53

0.26***

1

职业适应

2.55 ± 0.49

0.25***

0.31***

1

职业倦怠

2.32 ± 0.61

−0.18***

−0.26***

−0.76***

1

控制感

4.68 ± 0.84

0.20***

0.23***

0.63***

−0.60***

1

心理资本

4.20 ± 0.73

0.33***

0.33***

0.73***

−0.69***

0.62***

1

注:*p < 0.05,**p < 0.01,***p < 0.001,下同。

3.3. 中介效应检验

采用PROCESS插件中的Model6检验中介效应,结果如表2所示。在控制教龄、社会阶层两个变量后,职业适应显著正向预测控制感和心理资本,控制感可显著正向预测心理资本;职业适应显著负向预测特教教师的职业倦怠,并且控制感和心理资本均可负向预测职业倦怠。Bootstrap检验表明,控制感和心理资本的独立中介效应显著,间接效应值分别为−0.08和−0.14,二者的链式中介效应同样显著,间接效应值为−0.04。结果见表3图1

Table 2. Regression analysis results for testing the mediating effects

2. 中介效应检验的回归分析结果

预测变量

方程1:控制感

方程2:心理资本

方程3:职业倦怠

β

t

β

t

β

t

教龄

0.04

0.93

0.13

3.82

0.06

1.74

社会阶层

0.02

0.67

0.05

2.17

0.00

0.02

职业适应

0.62

14.92***

0.52

12.44***

−0.51

−10.60***

控制感

0.24

5.96***

−0.13

−3.14**

心理资本

−0.25

−5.41***

R2

0.40

0.60

0.63

F

90.89***

150.84***

137.40***

Table 3. Significance test of the mediating effects

3. 中介效应的显著性检验

路径

β

SE

效应占比(%)

95% CI

下限

上限

职业适应→职业倦怠

−0.51

0.05

67.11

−0.60

−0.41

职业适应→控制感→职业倦怠

−0.08

0.03

10.52

−0.14

−0.02

职业适应→心理资本→职业倦怠

−0.14

0.03

18.42

−0.21

−0.07

职业适应→控制感→心理资本→职业倦怠

−0.04

0.01

5.26

−0.07

−0.02

总效应

−0.76

0.03

−0.83

−0.69

4. 讨论

Figure 1. The chain mediating effect model of perceived control and psychological capital between occupational adaptation and job burnout (values in parentheses indicate total effects)

1. 控制感和心理资本在职业适应和职业倦怠间的链式中介效应模型图(括号内为总效应)

本研究从职业建构的角度探讨了职业适应与特教教师职业倦怠的关系,并基于COR和JD-R对各资源变量间的关系及其对特教教师职业倦怠的缓冲效用做出假设。结果发现职业适应、控制感和心理资本两两之间显著正向相关,且均与特教教师职业倦怠呈显著的负向相关;职业适应能直接或间接地预测特教教师职业倦怠。

4.1. 职业适应与特教教师职业倦怠的关系

职业适应对特教教师的职业倦怠具有显著的负向预测作用,支持了假设H1。这与过往研究结果一致,符合CCT的观点(黄明明等,2024Savickas, 1997)。特殊教育工作具有多角色扮演、高情感投入等鲜明的要求特征,教师将承担跨学科教学、生活护理及行为干预等多重责任,并被要求全身心地给予学生情感支持并根据其特殊性调整互动模式(Brunsting et al., 2014)。职业适应较好的特教教师往往心理资源更多,能通过自我调节等方式有效降低工作需求的负面影响(Yu et al., 2019),往往取得较高的职业成就(Haenggli & Hirschi, 2020)。

4.2. 控制感和心理资本在职业适应和职业倦怠间的中介作用

控制感在职业适应和特教教师职业倦怠间起部分中介作用,假设H2得到验证。结果与过往研究一致,个体的控制感可以显著负向预测职业倦怠(Conti et al., 2021; Zhen et al., 2023);并与工作要求控制(job demand control)模型的观点相呼应,拥有一定工作决策权和自主权的个体能明显感受到对工作环境的控制,将更高效地应对工作要求从而减少工作压力,进而降低职业倦怠的风险(Karasek, 1979; Wu et al., 2023)。职业适应水平较高的教师通过主动调整工作方式如优化教学策略、寻求同事协作等,显著增强了对工作情境的掌控感(Rudolph et al., 2019)。这种情况下,特教教师更倾向于认为压力源是可控的,不会将负面结果归因于稳定的内部因素,从而减少甚至避免倦怠的形成(Wang et al., 2015)。

心理资本在职业适应和特教教师职业倦怠间的中介效应,验证了假设H3,并支持以往研究结果(Barratt & Duran, 2021; Freire et al., 2020)。意味着职业适应策略将培育自我效能、韧性等心理资本要素,形成应对职业压力的保护屏障。具体而言,高适应性教师表现出更积极的认知策略,能够将阻碍性工作要求重新定义为专业发展机遇,原本的压力源进而转化为心理资本提升的契机(Zhang et al., 2019)。Vogt等人(2015)纵向研究证实,心理资本将随着时间不断扩充个人结构性的社会资源。基于JD-R,个体充裕的工作资源可引发积极动机以提高工作投入,收获的正向效益又反过来增加个人资源,产生增益螺旋(gain spiral)效应(Bakker, 2015; Bakker et al., 2023)。本研究在特殊教育研究领域验证这一机制,揭示了特教教师通过职业适应可实现的压力缓冲与专业成长双重收益。

此外,本研究验证了假设H4,揭示职业适应通过控制感和心理资本影响特教教师职业倦怠的链式作用路径,即职业适应通过增强特教教师对工作环境的控制感,进而促进心理资本的积累,最终有效缓解职业倦怠。该动态过程支持COR对资源间关系的观点,表明个体通过职业适应获取的初始资源可触发次级资源的产生,累积形成协同对抗压力源的资源“车队”(Hobfoll et al., 2018)。特教教师一方面可调整教学任务以提升工作–生活平衡(work-life balance),另一方面又可通过社会支持网络增加自我效能感等资源(Langher et al., 2017; Öztemel & Yıldız-Akyol, 2021)。这种由职业适应引发的“要求优化–资源整合”双重路径,实现了对“高需求–低资源–低控制”传统倦怠生成机制的阻断(Karasek, 1979)。

4.3. 研究启示与建议

在个体层面,学校可通过系统化的生涯指导助力特教教师和特教专业高校生的适应性资源开发;一线特教教师还可通过正念、压力管理等心理课程,及时学习情绪调节的策略、提升应对工作挑战的心理能力。在组织内部可对特教教师进行赋权,使其在课程设计、班级管理等工作环节中具备自主决策权;并建立弹性的管理制度,合理调配各岗位工作任务并设置动态评估机制,系统化保障特教教师良好的工作环境。总之,未来仍需在实践中不断探索特教教师独有的职业适应发展道路,以实现特殊教育行业的高质量发展。

5. 结论

(1) 职业适应是特教教师抵御职业倦怠的核心因素,能够负向预测职业倦怠;

(2) 职业适应也可通过控制感与心理资本的独立中介路径以及控制感和心理资本的链式中介路径发挥缓冲作用。

基金项目

广东省哲学社会科学规划青年项目“特殊教育教师职业倦怠的影响机制及差异化干预路径研究”(GD22YJY07)。

NOTES

*通讯作者。

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