Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong
Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong
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DOI：
10.1016/j.tate.2006.04.005
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发表时间：
2006-11-01
影响因子：
3.9
通讯作者：
Chan, David W.
中科院分区：
文献类型：
--
作者：
Chan, David W.
以167名香港中学教师为被试，考察了情绪智力的4个组成部分（情绪评价、积极调节、移情敏感和积极利用）与教师职业倦怠的3个组成部分（情绪耗竭、去人格化和个人成就感降低）之间的关系。一个假设和五个竞争模型的构建和测试使用结构方程建模程序。该假设模型提供了一个充分和中等良好的拟合，表明情绪耗竭，情绪评价和积极调节的影响，是因果关系之前的去人格化和个人成就感，但个人成就感可以通过积极利用情绪的影响相对独立于倦怠成分的发展。情绪智力和职业倦怠的预防性干预工作，打击倦怠的组成部分的衔接的研究结果的影响进行了讨论。(c)2006爱思唯尔有限公司保留所有权利。
The relationships among four components of emotional intelligence (emotional appraisal, positive regulation, empathic sensitivity, and positive utilization) and three components of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) were investigated in a sample of 167 Chinese secondary school teachers in Hong Kong. One hypothesized and five competing models were constructed and tested using structural equation modeling procedures. The hypothesized model provided an adequate and moderately good fit, suggesting that emotional exhaustion, influenced by emotional appraisal and positive regulation, was causally prior to depersonalization and personal accomplishment, but personal accomplishment could develop relatively independently from the burnout components through the influence of positive utilization of emotions. Implications of the findings on the articulation of components of emotional intelligence and burnout for preventive intervention efforts to combat burnout are discussed. (c) 2006 Elsevier Ltd. All rights reserved.