Psychological Development and Education ›› 2009, Vol. 25 ›› Issue (1): 108-113.
Previous Articles Next Articles
LIU Yi1, WU Yu-ju2, XING Qiang1
CLC Number:
| [1] 李永鑫,张阔,赵国祥.教师工作倦怠研究综述.心理与行为研究,2005,3(3):234-238. [2] Cherniss C.Staff burnout:Job stress in the human service(pp.162-171).Beverly Hills,CA:Sage,1980. [3] Lee R,Ashforth B E A.Meta-analytic examination of the correlates of the three dimensions of job burnout[J].Journal of Applied Psychology, 1996,81(2):123-133. [4] 刘荣.简论教师的压力及解决策略.首都师范大学学报(社会科学版),2002(增刊):43-45. [5] 唐贵芳.国外教师职业倦怠研究述评.哈尔滨学院学报,2005(7):97-100. [6] 刘荣.教师职业压力与健康状况研究述评.首都师范大学学报(社会科学版),2004(4):118-124. [7] 刘晓明.职业压力、教学效能感与中小学教师职业倦怠的关系.心理发展与教育,2004(2):56. [8] Bandura A.Social foundation of thought and action:A social-cognitive view(pp.291-300).Englewood Cliffs,NJ:Prentice Hall, 1986. [9] 陈寒,周国韬.自我效能感和归因自我调节之理论背景及研究现状.教育科学,1999(2):38-40. [10] Shahid N B,Bulent M,Simon J B.Just entrepreneurial enough the moderating effect of entrepreneurship on the relation between market orientation and performance.Journal of Business Research,2005,58(1):9-17. [11] 石林.职业压力与应对.北京:北京社会科学文献出版社,2005,291-296. [12] 王国香,刘长江,伍新春.教师职业倦怠量表的修编.心理发展与教育,2003,19(3):82-86. [13] 俞国良,辛涛,申继亮.教师教学效能感结构与影响因素的研究.心理学报,1995(2):159-165. [14] 温忠麟,侯杰泰,张雷.调节效应和中介效应的比较和应用.心理学报,2005,37(2):268-274. [15] Baron R M,Kenny D A.The moderator-mediator variable distinction in social psychological research:Conceptual,stragetic,and statistical considerations.Journal of Personality and Social Psychology,1986, 51(6):1173-1182. [16] Clarke D.Neuroticism:Moderator or mediator in the relation between locus of control and depression?Personality and Individual Differences.2004,37:245-258. [17] 罗晓路.专家——新手型教师教学效能感和教学监控能力研究.心理科学,2000(6):741-743. [18] HING FUNG TSUI.General and resource class teachers'feeling of personal efficacy and attitude towards classroom collaboration.School Psychology International,1995,16(4):365-377. [19] 吴国来,王国启.自我效能感与教学效能感综述.保定师范专科学校学报,200(3):74-77. |
|
||
