Self-efficacy and burnout in teachers of students with autism spectrum disorder
Self-efficacy and burnout in teachers of students with autism spectrum disorder
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DOI：
10.1016/j.rasd.2017.01.002
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发表时间：
2017-04-01
影响因子：
2.5
通讯作者：
Cappe, Emilie
中科院分区：
文献类型：
--
作者：
Boujut, Emilie;Popa-Roch, Maria;Cappe, Emilie
背景：将患有自闭症谱系障碍(ASD)的学生纳入学校是教师的压力来源，需要一定程度的适应来应对。自我效能感对职业倦怠的影响已经得到证实，但在这一特定背景下，通过压力和应对的交互过程调节的间接影响从未被探索过。本研究旨在检验自我效能感和应对策略在自我效能感与职业倦怠之间的中介作用。方法：以203名自闭症学生为样本，采用4种自填式问卷测量自我效能感、压力感知、应对策略和职业倦怠。结果：在控制了自我效能感对职业倦怠的直接影响后，通过交易性过程的间接影响显著。教师的自我效能感越低，他们越多地采用以情绪为中心的应对策略，这种应对策略在三个维度上都预示着更高的职业倦怠。此外，教师的自我效能感越低，他们就越多地将所讨论的压力情境视为威胁或损失，从而产生更多的情绪衰竭。结论：这些结果使我们能够制定一些想法，以改善教师与自闭症学生工作的幸福感和对自闭症学生的管理，从而改善他们的学习能力和学校幸福感。(C)2017爱思唯尔有限公司。保留所有权利。
Background: Inclusion in schools of students with autism spectrum disorder (ASD) is a source of stress for teachers and requires a certain amount of adaptation to deal with it. The effects of perceived self-efficacy on burnout in professionals have been substantiated but the indirect effects, mediated by transactional processes of stress and coping, have never been explored in this specific context. This study aims to test the mediating effect of perceived stress and coping strategies on the relationship between perceived self-efficacy and burnout.Method: A sample of 203 teachers of students with ASD filled out four self-report questionnaires measuring perceived self-efficacy, perceived stress, coping strategies, and burnout. A multiple mediation analysis was carried out using the bootstrap procedure.Results: After controlling for the direct effect of perceived self-efficacy on burnout, the indirect effects through transactional processes were significant. The lower the teachers' feeling of self-efficacy, the more they implemented emotion-focused coping strategies, which predict higher burnout in all three of its dimensions. Moreover, the lower the teachers' feeling of self-efficacy, the more they perceived the stressful situation in question as a threat or loss, perceptions that generate more emotional exhaustion.Conclusion: These results enable us to formulate some ideas for improving both the wellbeing of teachers working with students with ASD and the management of such students, and thus their learning abilities and wellbeing in school. (C) 2017 Elsevier Ltd. All rights reserved.