1、本科毕业论文外文翻译译文教师职业倦怠与教师知觉比较资料来源HTTP/DSPACEOUNL作者埃弗斯和布洛维斯摘要本研究的目的是探讨学生和教师的行为对教师职业倦怠的影响，并为提供教师可行性建议来降低职业倦怠感和应付学生课堂行为。首先，研究表明，MASLACH倦怠量表适用于，该研究课题并能准确测出老师职业倦怠与学生想法和行为的相关性。其次，不同年龄的学生看法也不一致。第三，我们发现，有个显着性的差异，女性教师比较注重情绪耗竭和人格解体方面。而男性不是，他们比较注重个人成就。第四，根据学生的看法，有相当比例的差额在三个倦怠规模是解释教师应对学生破坏性行为能力影响着教师的职业倦怠。最后，对教师的自我报
2、告，似乎教师和学生的报告显着不同方面人格解体，个人修养和能力应对破坏性学生的行为。分层回归分析数据表明，如果教师的能力能应付破坏性学生的行为将大大有助于个性化和个人成就，而教师的年龄与个人成就呈现正相关。虽然学生的看法和教师看法不同，在某些方面，学生信息可能有助于教师在某些方面心理健康的调节及解决学生课堂过程所出现的问题。关键词教师；职业倦怠；学生课堂行为；应对讨论这项研究是由许多不同的其他研究倦怠，因为问卷用于给我们提供具体信息教师队伍已完成由教师和他们的学生。此外，我们的研究是植根于社会认知理论，特别是，自我效能理论，阐明某人特定行为（班杜拉，1997）。在我们的案例，教师能力应付课堂行为
3、测量与问卷，这完全符合标准，建议在某些研究（布洛维斯和原子，2000；福塞斯和卡里，1998）为获得准确的自我效能分数。这是我们的第一个目的是审查问卷是否可以适应研究教师职业倦怠与学生看法行为之间的关系。本可靠性的适应问卷072和更高，说明有价值的。可以得出的结论是，问卷可用于这样的学生报告他们的教师幸福。其次，我们还研究了学生的认知水平倦怠之间的小学教师，认为学生的行为和学生的看法，他们的教师能力应付这种行为。在比较与其他研究对教师职业倦怠的研究，不仅提出了学生的看法，他们的教师，但它也是独特的比较有许多受访者报告有关特定组教师的工作在同一个社会和组织设置。一些特征变量往往影响倦怠的研究结果
4、，即类型的学校，学生数据（布克和格林格拉斯，1989），和职教（哈伦和汉龙，1997）是均匀的在我们的研究，并有可能增加我们的有效性结果。本研究中进行职业学生晚十几岁和二十在一个区域培训中心，这可能提供了一个解释的学生和教师的报告水平低情绪耗竭相比，其他一些研究得出的结果从自我报告问卷（拜恩，1991；埃弗斯等人。2001；埃弗斯等人。，2002）。另一方面，学生报告显着较高水平的人性和下个人成就感程度比他们的老师，他们认为他们的老师是接近倦怠比教师自己做。第三，我们没有发现任何重大的与年龄有关的差异。文献中，有时出现不同结果研究之间的年轻人（12岁）和老年人（19）学生关于学校纪律（哈伦和汉
5、龙，1997）。老年人学生在哈龙和汉龙的研究有一个更平衡的判断的必要性，学校的纪律和良好的学生行为我，这是根据严重性和平衡的方式我们的受访者提出的问题，在本研究探讨。不过。大时代的同质性的学生与比较学生在哈龙和汉龙的研究（1997）可以解释缺乏显着性差异的年轻和年长的受访者。第四，我们检查是否学生性别对我们的结果会产生影响。我们发现显着性差异的报告男性和女性学生对情绪耗竭和人格解体。男学生更频繁的报告认为症状的情绪衰竭和人格解体。兴趣于是，这些结果是一致的结果与教师自我报告在布克等人。（1996），这表明男性教师较高的分数在这些倦怠尺寸。在那里之间没有区别男性和女性受访者的看法师资水平的个人成
6、就。根据朱勒和卡尼克（1997），女学生似乎是更敏感的问题，这可能是由于女学生更大的期望，良好的人际关系船。我们的研究，但是，表明，女学生不报告显着更多的学生的破坏性行为比男性同行。第五，补充TATAR和YAHAV（1999），我们纳入变量的破坏性的学生和教师的竞争行为只要应付它在本研究。这些变量被发现有关教师职业倦怠（布洛维斯和TOMIC，1998，1999，1996；弗里德曼，1995；典当，1988；LAMUDE等人。，1992）。本层次回归分析表明，学生的报道对扰乱课堂的行为有显着相关的情绪耗竭和人格解体，而不是个人成就。结果还表明，教师的能力对应对学生破坏性行为明显相关的各个层面的倦
7、怠。教师的数据显示他们认为自己有足够的能力处理破坏性学生的行为，这是支持其高水平的个人成就。积极的自我观念的教师对他们的能力是根据发现因为最近的一项研究的层面的工作倦怠（范DIERENDONCK等人。，2001），揭示出个人修养，这是重要的主要有关某人的能力（布洛维斯和原子，1998，1999；埃弗斯等人。，2001），可能是一个决定性的因素在教师战略应对工作压力。DIERENDONCK等人。（2001）当发现水平的个人成就降低，情绪耗竭和人格解体大大增加。学生和教师的意见分歧在个人成就（学生2186人；教师中2844）和能力应付破坏性学生的行为（学生3444人；教师4487人）。老师经常与学
8、生行为的破坏性的研究我，但是因为他们的知觉能力应付它，他们得分较高的个人成就，以及较低的对人性和情绪耗竭。这项研究是少数试图让学生报告每认识症状倦怠的教师。这表明，有是一个惊人的知觉差异与学生之间教师尊重人性，个人成就和能力应对破坏性学生的行为。教师应该多考虑学生的看法多采用学生的意见。最后，BATTEN（1988），我们认为学生学生可以帮助澄清和理解的教学过程。教育在年轻人不是单方面的，而是一个互动的过程教师和学生。与会者的意见，这过程中，他们的利益和忧虑应给予同等关注研究项目和日常学校生活，教育才能繁荣在相互尊重的环境和利益，在一个环境不发生冲突。外文文献原文BURNOUTAMONGTEA
9、CHERSSTUDENTSANDTEACHERSPERCEPTIONSCOMPAREDMATERIALSOURCEDEPARTMENTOFPSYCHOLOGY,THEOPENUNIVERSITY,HEERLEN,THENETHERLANDSAUTHORWILLJGEVERS,WELKOTOMICANDANDRBROUWERSABSTRACTTHEAIMOFTHISSTUDYWASTOEXPLORESTUDENTSANDTEACHERSPERCEPTIONSOFTEACHERBURNOUTINRELATIONTOTHEOCCURRENCEOFDISRUPTIVESTUDENTCLASSROOMB
10、EHAVIOURANDTHETEACHERSCOMPETENCETOCOPEWITHTHISKINDOFBEHAVIOURFIRST,THESTUDYSHOWSTHATTHEMASLACHBURNOUTINVENTORY,THECOPINGWITHDISRUPTIVEBEHAVIOURSCALEANDTHEPERCEIVEDDISRUPTIVEBEHAVIOURSCALECOULDBEADAPTEDTOSTUDENTSTOREPORTPERCEIVEDBURNOUTSYMPTOMSAMONGTHEIRTEACHERS,THEOCCURRENCEOFPERCEIVEDDISRUPTIVESTUD
11、ENTBEHAVIOURANDTHESTUDENTSPERCEPTIONOFTHEIRTEACHERSCOMPETENCETOCOPEWITHDISRUPTIVESTUDENTBEHAVIOURSECOND,STUDENTSPERCEPTIONSDONOTDIFFERACCORDINGTOTHEIRAGETHIRD,WEFOUNDTHATTHEREWASASIGNIFICANTDIFFERENCEBETWEENTHEPERCEPTIONSOFMALEANDFEMALESTUDENTSINRESPECTOFEMOTIONALEXHAUSTIONANDDEPERSONALIZATION,BUTNO
12、TINRESPECTOFPERSONALACCOMPLISHMENTFOURTH,ACCORDINGTOTHESTUDENTSPERCEPTIONS,ACONSIDERABLEPERCENTAGEOFVARIANCEINEACHOFTHETHREEBURNOUTDIMENSIONSWASEXPLAINEDBYTEACHERSCOMPETENCETOCOPEWITHSTUDENTDISRUPTIVEBEHAVIOURANDPERCEIVEDDISRUPTIVESTUDENTBEHAVIOURFINALLY,WITHRESPECTTOTHETEACHERSSELFREPORTS,ITAPPEARE
13、DTHATTEACHERSANDSTUDENTSREPORTSDIFFEREDSIGNIFICANTLYWITHRESPECTTODEPERSONALIZATION,PERSONALACCOMPLISHMENTANDTHECOMPETENCETOCOPEWITHDISRUPTIVESTUDENTBEHAVIOURTHEHIERARCHICALREGRESSIONANALYSESOFTHETEACHERSDATASHOWEDTHATTHECOMPETENCETOCOPEWITHDISRUPTIVESTUDENTBEHAVIOURSIGNIFICANTLYCONTRIBUTEDTODEPERSON
14、ALIZATIONANDPERSONALACCOMPLISHMENT,WHEREASTHETEACHERSAGEWASSIGNIFICANTLYRELATEDWITHPERSONALACCOMPLISHMENTALTHOUGHTHESTUDENTSPERCEPTIONSANDTHETEACHERSSELFREPORTSONTHETEACHERSWELLBEINGDIFFEREDONSOMEDIMENSIONS,THESTUDENTSINFORMATIONMAYCONTRIBUTEVALIDINFORMATIONONSOMEASPECTSOFTEACHERSMENTALHEALTHANDCLAS
15、SROOMPROCESSESDISCUSSIONTHISSTUDYISDIFFERENTFROMMANYOTHERSTUDIESONBURNOUT,BECAUSETHEQUESTIONNAIRESUSEDTOPROVIDEUSWITHINFORMATIONONASPECIFICGROUPOFTEACHERSHAVEBEENCOMPLETEDBYBOTHTEACHERSANDTHEIRSTUDENTSMOREOVER,OURSTUDYISEMBEDDEDINSOCIALCOGNITIVETHEORY,INPARTICULARSELFEFFICACYTHEORY,WHICHCLAIMSTOELUC
16、IDATESOMEONESDOMAINSPECIFICBEHAVIOURBANDURA,1997INOURCASE,THETEACHERSCOMPETENCETOCOPEWITHCLASSROOMBEHAVIOURWASMEASUREDWITHTHEQUESTIONNAIRECDBS,WHICHCOMPLIESWITHTHECRITERIAADVISEDINSOMESTUDIESBROUWERSANDTOMIC,2000FORSYTHANDCARY,1998INORDERTOOBTAINACCURATESELFEFFICACYSCORESITWASOURFIRSTAIMTOEXAMINEWHE
17、THERTHEMBIANDTHETWOOTHERSELFREPORTINSTRUMENTSCDBSANDPDBSCOULDBEADAPTEDTOSTUDENTSTOREPORTPERCEIVEDBURNOUTSYMPTOMSAMONGTHEIRTEACHERSTHERELIABILITYOFTHEADAPTEDQUESTIONNAIRESWAS072ANDHIGHER,ANOTEWORTHYRESULTITMAYBECONCLUDEDTHATTHEQUESTIONNAIRESCANBEUSEDINTHISWAYBYSTUDENTSTOREPORTONTHEIRTEACHERSWELLBEING
18、SECOND,WEALSOEXAMINEDTHESTUDENTSPERCEPTIONSOFTHELEVELOFBURNOUTAMONGTHEIRGRADETEACHERS,THEOCCURRENCEOFPERCEIVEDDISRUPTIVESTUDENTBEHAVIOUR,ANDTHESTUDENTSPERCEPTIONOFTHEIRTEACHERSCOMPETENCETOCOPEWITHTHISKINDOFBEHAVIOURINCOMPARISONWITHOTHERSTUDIESONTEACHERBURNOUT,OURSTUDYNOTONLYPRESENTSTHESTUDENTSPERCEP
19、TIONSOFTHEIRGRADETEACHERS,BUTITISALSODISTINCTIVEINHAVINGALARGENUMBEROFRESPONDENTSREPORTINGABOUTASPECIFICGROUPOFTEACHERSWORKINGINTHESAMESOCIALANDORGANIZATIONALSETTINGTHEVARIABLESTHATOFTENINFLUENCEBURNOUTRESEARCHFINDINGS,IETYPEOFSCHOOL,NUMBEROFSTUDENTSTAUGHTBURKEANDGREENGLASS,1989,ANDGRADELEVELTAUGHTH
20、AROUNANDOHANLON,1997WEREHOMOGENEOUSINOURSTUDY,ANDMAYHAVEADDEDTOTHEVALIDITYOFOURRESULTSTHEPRESENTSTUDYWASCONDUCTEDAMONGVOCATIONALSTUDENTSINTHEIRLATETEENSANDEARLYTWENTIESATAREGIONALTRAININGCENTRE,WHICHMAYOFFERANEXPLANATIONFORTHESTUDENTSANDTEACHERSREPORTEDLOWLEVELOFEMOTIONALEXHAUSTIONINCOMPARISONWITHSO
21、MEOTHERSTUDIESTHATDERIVEDTHEIRRESULTSFROMSELFREPORTQUESTIONNAIRESBYRNE,1991EVERSETAL,2001EVERSETAL,2002ONTHEOTHERHAND,THESTUDENTSREPORTEDSIGNIFICANTLYHIGHERLEVELSOFDEPERSONALIZATIONANDLOWERLEVELSOFPERSONALACCOMPLISHMENTTHANTHEIRTEACHERSDID,WHICHMEANSTHATTHEYPERCEIVEDTHEIRTEACHERSTOBENEARERTOBURNOUTT
22、HANTHETEACHERSTHEMSELVESDIDTHIRD,WEDIDNOTFINDANYSIGNIFICANTAGERELATEDDIFFERENCESINTHESTUDENTSSCORESINTHELITERATURE,RESULTSSOMETIMESDOSHOWDIFFERENCESBETWEENYOUNGER12YEAROLDANDOLDER19YEAROLDSTUDENTSINRESPECTOFSCHOOLDISCIPLINEHAROUNANDOHANLON,1997THEOLDERSTUDENTSINHAROUNANDOHANLONSSTUDYHAVEAMOREBALANCE
23、DJUDGMENTONTHENECESSITYOFSCHOOLDISCIPLINEANDGOODSTUDENTBEHAVIOUR,WHICHISINACCORDANCEWITHTHESERIOUSANDBALANCEDWAYOURRESPONDENTSAPPROACHEDTHEQUESTIONSRAISEDINTHISSTUDYHOWEVER,THEGREATERAGEHOMOGENEITYOFOURSTUDENTSINCOMPARISONWITHTHEPUPILSINHAROUNANDOHANLONSSTUDY1997MAYEXPLAINTHEABSENCEOFSIGNIFICANTDIFF
24、ERENCESBETWEENTHEYOUNGERANDOLDERRESPONDENTSFOURTH,WEEXAMINEDWHETHERTHESTUDENTSGENDERPLAYEDAROLEINOURRESULTSWEFOUNDSIGNIFICANTDIFFERENCESBETWEENTHEREPORTSOFMALEANDFEMALESTUDENTSINRESPECTOFEMOTIONALEXHAUSTIONANDDEPERSONALIZATIONMALESTUDENTSMOREFREQUENTLYREPORTEDPERCEIVEDSYMPTOMSOFEMOTIONALEXHAUSTIONAN
25、DDEPERSONALIZATIONINTERESTINGLY,THESERESULTSCOINCIDEWITHTHERESULTSOFTHETEACHERSSELFREPORTSINBURKEETAL1996,INDICATINGTHATMALETEACHERSHAVESIGNIFICANTLYHIGHERSCORESONTHESETWOBURNOUTDIMENSIONSTHEREWASNODIFFERENCEBETWEENMALEANDFEMALERESPONDENTSPERCEPTIONSOFTHETEACHERSLEVELOFPERSONALACCOMPLISHMENTACCORDIN
26、GTOJULESANDKUTNICK1997,FEMALESTUDENTSAPPEARTOBEMORESENSITIVETOCLASSROOMRELATEDPROBLEMS,WHICHMAYBEDUETOTHEFEMALESTUDENTSGREATEREXPECTATIONSOFGOODINTERPERSONALRELATIONSHIPSOURSTUDY,HOWEVER,SHOWEDTHATFEMALESTUDENTSDIDNOTREPORTSIGNIFICANTLYMORESTUDENTDISRUPTIVEBEHAVIOURTHANTHEIRMALECOUNTERPARTSFIFTH,SUP
27、PLEMENTARYTOTATARANDYAHAV1999,WEINCORPORATEDTHEVARIABLESDISRUPTIVESTUDENTBEHAVIOURANDTHETEACHERSCOMPETENCETOCOPEWITHITINTHISSTUDYTHESEVARIABLESAREFOUNDTOBERELATEDTOTEACHERBURNOUTBROUWERSANDTOMIC,1998,1999BURKEETAL,1996FRIEDMAN,1995HOCK,1988LAMUDEETAL,1992THEHIERARCHICALREGRESSIONANALYSESREVEALTHATTH
28、ESTUDENTSREPORTEDPERCEPTIONSONDISRUPTIVECLASSROOMBEHAVIOURARESIGNIFICANTLYRELATEDTOEMOTIONALEXHAUSTIONANDDEPERSONALIZATION,BUTNOTTOPERSONALACCOMPLISHMENTTHERESULTSALSOSHOWEDTHATTHETEACHERSCOMPETENCETOCOPEWITHDISRUPTIVESTUDENTBEHAVIOURWASSIGNIFICANTLYRELATEDTOEACHDIMENSIONOFBURNOUTTHETEACHERSDATASHOW
29、EDTHATTHEYJUDGETHEMSELVESTOBESUFFICIENTLYCOMPETENTINDEALINGWITHDISRUPTIVESTUDENTBEHAVIOUR,WHICHWASSUPPORTEDBYTHEIRHIGHLEVELOFPERSONALACCOMPLISHMENTTHEPOSITIVESELFPERCEPTIONSOFTHETEACHERSINRESPECTOFTHEIRCOMPETENCEAREINACCORDANCEWITHTHEFINDINGSOFARECENTSTUDYONTHEDIMENSIONSOFBURNOUTVANDIERENDONCKETAL,2
30、001,REVEALINGTHATPERSONALACCOMPLISHMENT,WHICHISSIGNIFICANTLYRELATEDTOSOMEONESCOMPETENCEBROUWERSANDTOMIC,1998,1999EVERSETAL,2001,MAYBEADECISIVEFACTORINTHETEACHERSSTRATEGIESFORCOPINGWITHJOBSTRESSORSVANDIERENDONCKETAL2001FOUNDTHATWHENTHELEVELOFPERSONALACCOMPLISHMENTHADDECREASED,EMOTIONALEXHAUSTIONANDDE
31、PERSONALIZATIONSIGNIFICANTLYINCREASEDSTUDENTSANDTEACHERSDIVERGEDINTHEIRVIEWSONPERSONALACCOMPLISHMENTSTUDENTS2186TEACHERS2844ANDTHECOMPETENCETOCOPEWITHDISRUPTIVESTUDENTBEHAVIOURSTUDENTS3444TEACHERS4487TEACHERSINOURSTUDYFREQUENTLYMEETWITHDISRUPTIVESTUDENTBEHAVIOUR,BUTBECAUSEOFTHEIRPERCEIVEDCOMPETENCET
32、OCOPEWITHIT,THEYSCOREDRELATIVELYHIGHONPERSONALACCOMPLISHMENT,ANDRELATIVELYLOWONDEPERSONALIZATIONANDEMOTIONALEXHAUSTIONTHISSTUDYISONEOFTHEFEWATTEMPTSTOHAVESTUDENTSREPORTONPERCEIVEDSYMPTOMSOFBURNOUTAMONGTHEIRTEACHERSITSHOWSTHATTHEREISASTRIKINGDIFFERENCEINPERCEPTIONBETWEENTHESTUDENTSANDTHETEACHERSWITHR
33、ESPECTTODEPERSONALIZATION,PERSONALACCOMPLISHMENTANDTHECOMPETENCETOCOPEWITHDISRUPTIVESTUDENTBEHAVIOURTHETEACHERSPOSITIVEVIEWSONTHEIRCLASSROOMPERFORMANCESWASNOTSUPPORTEDBYTHEOPINIONSOFTHEIRSTUDENTSPERHAPSTEACHERSCOULDUSETHISINFORMATIONTOATLEASTCONSIDERSELFEXAMINATIONABOUTTHEIRRELATIONTOTHESTUDENTSFINA
34、LLY,LIKEBATTEN1988,WEEMBRACETHEIDEATHATPUPILSANDSTUDENTSCANHELPCLARIFYANDUNDERSTANDTHEPROCESSOFTEACHINGEDUCATINGYOUNGPEOPLEISNOTAUNILATERAL,BUTANINTERACTIONALPROCESSINVOLVINGTEACHERSANDSTUDENTSTHEPARTICIPANTSVIEWSOFTHISPROCESS,THEIRINTERESTSANDWORRIESSHOULDBEGIVENEQUALATTENTIONINSTUDYPROGRAMSANDEVERYDAYSCHOOLLIFE,FOREDUCATIONCANONLYTHRIVEINANENVIRONMENTOFMUTUALRESPECTANDINTERESTS,INANENVIRONMENTTHATISNOTTROUBLEDBYCONFLICTSORHARASSMENT
