中国临床心理学杂志

中小学教师工作重塑与工作投入的交叉滞后分析

作者：齐亚静¹ 伍新春² 王晓丽³

单位：1. 中国青年政治学院青少年研究院北京 100089
2. 北京师范大学心理学院应用实验心理北京市重点实验室北京 100875
3. 教育部基础教育课程教材发展中心北京 100029

分类号：R395.6

出版年,卷(期):页码：2016,24(5):935-938

摘要：

目的：采用交叉滞后模型考察中小学教师工作重塑与工作投入之间的因果关系。方法：采用中小学教师工作重塑问卷和中文版Utrecht工作投入量表，对332名教师进行间隔6个月的追踪研究。结果：①相关分析表明，工作重塑与工作投入之间的相关系数显著；②交叉滞后分析显示，第一时间点的工作重塑能够显著正向预测第二时间点的工作投入；第一时间点的工作投入不能显著预测第二时间点的工作重塑。结论：工作重塑与工作投入呈显著正相关，且工作重塑能够显著正向预测工作投入。

Objective: To explore the relationship between job crafting and work engagement in primary and secondary school teachers by a Cross-lagged model. Methods: A total of 322 primary and secondary school teachers completed the repeated measurement of the Job Crafting Questionnaire and the Chinese Version of Utrecht Work Engagement Scale at an interval of 6 months. Results: ① The correlation analysis showed that correlation coefficient between job crafting and work engagement was significant; ② Cross-lagged analysis revealed that job crafting(Time1) predicted work engagement(Time2) positively, while work engagement(Time1) didn't predict job crafting(Time2). Conclusion: Our findings suggest that job crafting may causally influence work engagement.

基金项目：

北京市哲学社会科学规划项目“中小学教师的工作特征与其职业心理健康的关系研究”（06AgJY0006）

作者简介：

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