Hardiness and its role in the stress-burnout relationship among prospective Chinese teachers in Hong Kong
Publication in refereed journal

香港中文大學研究人員

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摘要Hardiness, teacher stress and burnout were assessed in a sample of 83 Chinese prospective teachers in Hong Kong. Teachers' different responses to positively and negatively worded hardiness items suggested positive and negative hardiness reflecting stress resilience and stress vulnerability. Stress, positive hardiness, and negative hardiness all had main, independent and significant impact on emotional exhaustion and depersonalization, whereas only positive hardiness had significant main effect on personal accomplishment. There was only some suggestive evidence to support that negative hardiness mediated slightly the impact of stress on emotional exhaustion and depersonalization, and there was no evidence to support that positive hardiness or negative hardiness had stress-buffering effects on teacher burnout. Implications of the findings for preventive interventions to combat stress and avert burnout are discussed. (C) 2003 Elsevier Science Ltd. All rights reserved.
著者Chan DW
期刊名稱Teaching and Teacher Education
出版年份2003
月份5
日期1
卷號19
期次4
出版社PERGAMON-ELSEVIER SCIENCE LTD
頁次381 - 395
國際標準期刊號0742-051X
語言英式英語
關鍵詞burnout; hardiness; Hong Kong; prospective teachers; stress
Web of Science 學科類別Education & Educational Research; EDUCATION & EDUCATIONAL RESEARCH

上次更新時間 2021-01-03 於 01:51