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首页> 外文期刊>Frontiers in Psychology >Development of Burnout Syndrome in Non-university Teachers: Influence of Demand and Resource Variables
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Development of Burnout Syndrome in Non-university Teachers: Influence of Demand and Resource Variables

机译：非高校教师倦怠综合征的发展：需求与资源变量的影响

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Psychosocial risks at work are an important occupational problem since they can have an impact on workers' health, productivity, absenteeism, and company profits. Among their consequences, burnout stands out for its prevalence and associated consequences. This problem is particularly noteworthy in the case of teachers. The aim of the study was to analyze the influence of some psychosocial factors (demand and resource variables) and risks in burnout development, taking into consideration the levels of burnout according to the Spanish Burnout Inventory (SBI). This paper contributes to advancing knowledge on this issue by analyzing the influence of work characteristics and personal characteristics on the progress of burnout. The sample consisted of 8,235 non-university teachers (2,268 men 27.5% and 5,967 women 72.5%), aged 22 to 70 ( M = 45.16, SD = 9.18). For this purpose, statistical modeling by logistic regression was used. The results of this study showed that No burnout level was positively related with resources variables and negatively with demand variables. In the Medium-High levels and the higher levels of burnout (i.e., Profile 1 and Profile 2), there is a positive relation with demand variables and a negative one with resource variables. In conclusion, demand variables cause an increase in the burnout levels, influencing positively the movements between the levels of No burnout to Medium-High levels of burnout and Medium-High levels to Profile 1. At the same time, resource variables had a negative influence on burnout. However, the results in the movement between Profile 1 and Profile 2 were not expected. The variable Imbalance had a negative relationship with the movement between Profile 1 to Profile 2, and Social support and Autonomy at work had a positive relationship with this movement. Therefore, when professionals feel higher levels of burnout, lack of imbalance together with social support and autonomy could contribute to increased feelings of guilt and risk of higher burnout.
机译：工作中的心理社会风险是一个重要的职业问题，因为它们可以对工人的健康，生产力，缺勤和公司利润产生影响。在他们的后果中，倦怠突出了普遍性和相关的后果。在教师的情况下，这个问题特别值得注意。该研究的目的是分析一些心理社会因素（需求和资源变量）和风险在倦怠发展中的风险的影响，根据西班牙语倦怠库存（SBI），考虑到倦怠程度。本文通过分析工作特征和个人特征对倦怠进程的影响，有助于提高对此问题的知识。该样品由8,235名非高校教师（2,268名27.5％和5,967名女性72.5％）组成，年龄22至70（M = 45.16，SD = 9.18）。为此目的，使用逻辑回归的统计建模。该研究的结果表明，没有烧坏水平与资源变量呈正相关，对需求变量负面呈呈正相关。在中高水平和更高的倦怠水平（即，简档1和轮廓2）中，与需求变量和具有资源变量的负面的阳性关系。总之，需求变量导致燃尽水平的增加，影响无燃料水平与中高水平的倦怠和中高水平的运动之间的运动。同时，资源变量具有负面影响在倦怠。然而，不预期轮廓1和轮廓2之间的运动的结果。变量不平衡与轮廓1到简介2之间的运动具有负面关系，并且在工作中的社会支持和自主性与这种运动具有积极的关系。因此，当专业人士感到较高的倦怠水平时，缺乏不平衡的社会支持和自主权可能会有助于增加内疚感和更高倦怠的风险。

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