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目的探讨高校教师职业倦怠与抑郁、躯体化的关系。方法采用工作倦怠量表和症状自评量表(SCL-90)中的躯体化和抑郁2因子对河南省320名高校教师进行调查。结果高校教师职业倦怠性别、有无行政职务和职称差异有统计学意义(P<0.05),抑郁状况在有无行政职务上差异有统计学意义(P<0.05);职业倦怠各因子与抑郁、躯体化相关显著(P<0.05);情感耗竭对躯体化和抑郁有显著的预测效应(P<0.01)。结论高校教师情感耗竭是职业倦怠的核心因素,降低倦怠,提高身心健康水平应从管理情绪开始。
Objective To explore the relationship between occupational burnout and depression and somatization in university teachers. Methods Two factors of somatization and depression in SCL-90 and SCL-90 were used to investigate 320 college teachers in Henan Province. (P <0.05). There was a significant difference in depression status with or without administrative duties (P <0.05). There was no significant difference between job burnout factors and depression, (P <0.05). Emotion depletion had a significant predictive effect on somatization and depression (P <0.01). Conclusion College teachers’ emotional exhaustion is the core factor of job burnout. To reduce burnout and improve physical and mental health should start with the management emotions.