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The impact of coping strategies upon work stress, burnout, and job satisfcation in school counselors.

机译：应对策略对学校辅导员的工作压力，倦怠和工作满意度的影响。

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摘要

Role theory states that when expected behaviors are confusing, conflicting, and inconsistent, the individual will experience stress, feel dissatisfied, and perform less effectively. School counselors experience high levels of workplace stress as a result of role incongruity, role conflict, role ambiguity which often results in occupational burnout and reduced job satisfaction. The purpose of this quantitative study was to examine the role of coping strategies in mediating the relationship between workplace stress and occupational burnout and between workplace stress and job satisfaction among school counselors. A purposive sample of 237 school counselors from across the United States were recruited through an online, password protected, professional school counseling website that directed them to the survey. Hierarchical multiple regression analyses were used to address the six research questions in this study. Findings from this study indicated that the work stress variables of role incongruity, role conflict, and role ambiguity each had a statistically significant effect on burnout (p < .05) and job satisfaction (p < .05). The reactive coping strategies of distancing helped to reduce occupational burnout (p < .05) while escape-avoidance increased burnout (p < .05). Proactive coping did not statistically significantly mediate occupational burnout (p < .05). The reactive coping strategies of escape-avoidance caused a decrease in job satisfaction (p < .05) compared to planful problem solving which increased job satisfaction among school counselors (p < .05). Proactive coping increased job satisfaction among school counselors (p < .05). Future research was recommended: (1) longitudinal study to investigate whether school counselors change their coping strategies over time or in different situations; (2) to explore whether maladaptive coping strategies are maintained or changed over time; (3) to explore the unique personality characteristics of school counselors who, in spite of the workplace stress, were satisfied with their jobs; and (4) to explore the impact of teaching stress management interventions to reduce workplace stress or change maladaptive coping strategies.
机译：角色理论指出，当预期的行为令人困惑，冲突和不一致时，个人将承受压力，感到不满意并且表现欠佳。由于角色不一致，角色冲突，角色模棱两可，学校辅导员会承受较高的工作压力，这通常会导致职业倦怠并降低工作满意度。这项定量研究的目的是检验应对策略在调解工作压力与职业倦怠之间以及工作压力与工作满意度之间的关系。通过在线，受密码保护的专业学校咨询网站招募了有针对性的样本，该样本来自美国各地，共237名学校顾问，他们将他们定向到调查中。分层多元回归分析用于解决本研究中的六个研究问题。这项研究的发现表明，角色不协调，角色冲突和角色歧义的工作压力变量各自对倦怠（p <.05）和工作满意度（p <.05）具有统计学上的显着影响。疏远的反应性应对策略有助于减少职业倦怠（p <.05），而逃避逃逸会增加职业倦怠（p <.05）。积极应对并没有统计学上显着地介导职业倦怠（p <.05）。与有计划地解决问题相比，逃避逃避的反应性应对策略导致工作满意度降低（p <.05），这有计划的解决方案提高了学校辅导员的工作满意度（p <.05）。主动应对可以提高学校辅导员的工作满意度（p <.05）。建议未来的研究：（1）纵向研究，以调查学校辅导员是随着时间的推移还是在不同情况下改变应对策略； （2）探讨适应不良的应对策略是否随着时间的流逝而得以维持或改变； （3）探索尽管工作场所压力很大但对工作满意的学校辅导员的独特人格特征； （4）探索教学压力管理干预措施对减轻工作场所压力或改变适应不良应对策略的影响。

著录项

  • 作者

    Harnois, Deborah A.;

  • 作者单位

    Northcentral University.;

  • 授予单位 Northcentral University.;
  • 学科 Psychology General.;Psychology Counseling.;Education Guidance and Counseling.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 266 p.
  • 总页数 266
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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