An investigation into the process of reality shock in first-year teachers and the efficacy of a prevention program

这项研究调查了一年级学生所经历的现实休克现象，并检验了预防计划的效果。本研究采用横断面研究和纵向研究相结合的方法，探讨教学中的现实冲击是否会影响一年级教师的心理健康。横断面研究显示，一年级教师的教学现实冲击与压力反应有显著相关。此外，纵向研究表明，现实冲击显着预测应激反应。此外，第一年的教师进行了心理健康计划，重点是应对现实的冲击，我们比较了该计划的影响，这些教师与对照组中观察到的。该方案的有效性尚未得到证实，但该方案显示出在改善认知应对方面的潜力。

This study investigated the phenomenon of reality shock experienced by first-year thechers amd examined the effect of a prevention program. We conducted cross-sectional research and longitudinal research to determine whether the reality shock experienced in teaching affects first-year teachers's mental health. The cross-sectional research showed a significant correlation between reality shock related teaching adn stress response among first-year teachers. Moreover, the longitudinal research suggeted that reality shock significantly predicted stress response. In addition, first-year teachers underwent a mental health program that focused on coping with reality shock; we compared the program's effects on these teachers with those observed in a control group. The efficacy of the programn was not confirmedl but the program showed potential for use in the improvement of cognitive coping.