Особистісні ресурси як модератори у відношеннях між вимогами освітнього середовища і вигоранням студентів
Ключові слова:
стрес, особистісні ресурси, вигоряння, студенти
Анотація
Основною метою даного дослідження було вивчення ефекту взаємодії особистісних ресурсів (самоефективності, самоконтролю, оптимізму і життєстійкості) з вимогами освітнього середовища (навчального навантаження, ясності вимог, адекватності завдань) на вигоряння студентів.
Було проведено моделювання структурними рівняннями із взаємодією латентних змінних для вивчення даних крос-секційного опитування вибірки студентів (N = 303; М age = 18,38; SD = 1,53).
Ефект взаємодії латентних змінних – вимоги освітнього середовища×особистісні ресурси був статистично значущим (β = -0,111; p <0,001). R2 для моделі з взаємодією дорівнює 0,54, а відсоток приросту поясненої дисперсії в результаті взаємодії становить 14,3%.
Встановлено, що особистісні ресурси (самоефективність, самоконтроль, оптимізм і життєстійкість) мають системну організацію і на рівні емпіричних індикаторів утворюють інтегральний чинник – індекс особистісних ресурсів, який є буфером, що зменшує вигорання студентів, яке виникає внаслідок сприйманих стресорів освітнього середовища.
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Посилання
Alarcon, G., Eschleman, K. J., & Bowling, N. A. (2009). Relationships between personality variables and burnout: meta-analysis. Work & Stress, 23(3), 244–263, doi: 10.1080/02678370903282600
Alarcon, G. (2011). A meta-analysis of burnout with job demands, resources, and attitudes. Journal of Vocational Behavior, 79, 549-562, doi: 10.1016/j.jvb.2011.03.007
Bakker, A. B., Demerouti, E. (2007). The job demands–resources model: state of the art. Journal of Managerial Psychology, 22(3), 309–328, doi: 10.1108/02683940710733115
Bakker, A. B. and Demerouti, E. (2014). Job Demands-Resources Theory. In: Chen, P.Y. and Cooper, C.L., Eds., Work and Wellbeing: A complete Reference Guide, John Wiley & Sons, New York, 1–28, doi: 10.1002/9781118539415.wbwell019
Bakker, A. B. and Demerouti, E., Sanz-Vergel, A. I. (2014). Burnout and Work Engagement: The JD–R Approach. Annual Review of Organizational Psychology and Organizational Behavior, 1, 389–411, doi: 10.1146/annurev-orgpsych-031413-091235
Bandura, A. (1997). Self-effiacy: The exercise of control. New York: Freeman.
Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychology research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 52, 1173–1182. Retrieved from https://www.sesp.org/fies/The%20Moderator-Baron.pdf
Best, R. G., Stapleton L., Downey, R. (2005). Core Self-evaluations and Job Burnout: The Test of Alternative Models. Journal of Occupational Health Psychology, 10(4), 441–451, doi: 10.1037/1076-8998.10.4.441
Carver, C. S., Scheier, M. F., Segerstrom, S. C. (2010). Optimism. Clinical Psychology Review, 30(7), 879–889, doi: 10.1016 j.cpr.2010.01.006.
Chan, D.W. (2003). Hardiness and its role in the stress-burnout relationship among prospective Chinese teachers in Hong Kong. Teaching & Teacher Education, 19, 381–395, doi: 10.1016/S0742-051X(03)00023-4
Chang, E. C., Rand, K. L. & Strunk, D. R. (2000). Optimism and risk for job burnout among working college students: Stress as a mediator. Personality and Individual Differences, 29, 255–263, doi: 10.1016/S0191-8869(99)00191-9
de Ridder, D. T., Lensvelt-Mulders, C., Finkenaucr, C., Stok, F. M., & Baumeister, R. F. (2012). Taking stock of self-control: A meta-analysis of how trait self-control relates to a wide range of behaviors. Personality and Social Psychology Review, 16(1), 76–99, doi: 10.1177/1088868311418749.
García-Izquierdo, M., Ríos-Risquez, M.I., Carrillo-García, C. & Sabuco-Tebar, E. Á. (2015).The moderating role of resilience in the relationship between academic burnout and the perception of psychological health in nursing students. Educational Psychology: An International Journal of Experimental Educational Psychology, doi: http://www.tandfonline.com/loi/cedp20
Gökhan, B. M., Ergeneli, A. (2015). How Psychological Capital Inflences Burnout: The Mediating Role of Job Insecurity. Procedia – Social and Behavioral Sciences, 207, 363–368, doi: 0.1016/j.sbspro.2015.10.106 Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44, 513–524, doi: 10.1037//0003-066X.44.3.513
Hobfoll, S. E., Johnson, R. J., Ennis, N. and Jackson, A. P. (2003). Resource loss, resource gain, and emotional outcomes among inner city women. Journal of Personality and Social Psychology, 84, 632–643, doi: 10.1037//0022-3514.84.3.632
Jacobs, S. R, Dodd, D. (2003). Student burnout as a function of personality, social support, and workload. Journal of College Student Development, 44(3), 291–303, doi: 10.1353/csd.2003.0028
Judge, T. A., Erez, A., Bono, J. E., Thoresen, C. J. (2002). Are measures of self-esteem, neuroticism, locus of control, and generalized self-effiacy indicators of a common core construct? Journal of Personality and Social Psychology, 83(3): 693–710, doi:10.1037/0022-3514.83.3.693
Kutsal, D., Bilge, F. (2012). A Study on the Burnout Levels of High School Students. Education and science, 37, 283–297. Retrieved from https://www.google.com/search?q=289434292
Lee, S. J., Choi, Y. J., Chae, H. (2017). The effects of personality traits on academic burnout in Korean medical students. Integrative Medicine Research, 6(2), 207–213, doi: 10.1016/j.imr.2017.03.005
Leontiev, D. А. (2016). Autoregulation, resources, and personality potential Siberian journal of psychology, 62, 18–37, doi: 10.17223/17267080/62 [In Russia]
Luthans, F., Avey, J. B., Avolio, B. J. and Peterson, S. J. (2010). The development and resulting performance impact of positive psychological capital. Human Resource Development Quarterly, 21, 41–67, doi: 10.1002/hrdq.20034
Maddi, S. R. & Khoshaba, D. M. (2005). Resilience at work. How to succeed no matter what life throws at you. New York: Amacon.
Maslach, C. & Leiter, M. P. (1999). Teacher burnout: A research agenda. In R. Vanderberghe & A.M. Huberman (Eds.), Understanding and preventing teacher burnout (pp. 295-303). Cambridge: Cambridge University Press, doi: 10.1017/CBO9780511527784.021
Maslach, C., Schaufeli, W. B, Leiter M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422. Retrieved from https://www.wilmarschaufeli.nl/publications/Schaufeli/154.pdf
Maslowsky, J., Jager, J., Hemken, D. (2015). Estimating and interpreting latent variable interactions: A tutorial for applying the latent moderated structural equations method. International Journal of Behavioral Development, 39(1), 87–96, doi: 10.1177/0165025414552301
Morgan, B., & de Bruin, K. (2010). The relationship between the big fie personality traits and burnout in South African university students. South African Journal of Psychology, 40(2), 182–191, doi: 10.1177/008124631004000208
Muthén, B. (2012). Latent variable interactions. Sep 20. 2012. Retrieved from https://www.statmodel.com/download/LV%20Interaction.pdf
Muthén, L., Muthén, B. Mplus User’s Guide. 7th Edition. Muthén & Muthén; Los Angeles, CA: 1998–2012.
Olefir, V. O., Kuznetsov, M. A., Pavlova, A. V. (2013). Brief version of the test of hardiness. Bulletin of Kharkiv National Pedagogical University named after G. S. Skovoroda. Psychology, 45(2), 158–165. Retrieved from http://nbuv.gov.ua/UJRN/VKhnpu_psykhol_2013_45%282%29_22
Olefir, V. O. (2015). Intellectual-personality potential of self-regulation of the subject of activity. Kharkiv: UIPA. [In Ukraine]
Osin, E. N. (2015). Alienation from Study as a Predictor of Burnout in University Students: the Role of the Educational Environment Characteristics. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 20(4), 57–74, doi:10.17759/pse.2015200406 [In Russia]
Otero-Lopez, J. M., Villardefrancos, Castro, C., E. Santiago, M. J. (2014). Stress, positive personal variables and burnout: A path analytic approach. European Journal of Education and Psychology, 7(2): 95–106, doi: 10.1989/ejep.v7i2.182
Personality potential: structure and diagnosis (2011). Ed. D. A. Leontiev. M.: Smysl [In Russia] Rahmati, Z. (2015). The Study of Academic Burnout in Students with High and Low Level Of SelfEffiacy, Procedia – Social and Behavioral Sciences, 171, 49–55, doi: 10.1016/j.sbspro.2015.01.087
Rostami, Z., Abedi, M. R., Schaufeli, W. B. (2012). Dose interest predicts academic burnout? Interdisciplinary journal of contemporary research in business, 3(9), 877–885. Retrieved from https://www.wilmarschaufeli.nl/publications/Schaufeli/370.pdf
Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. (2009). School Burnout Inventory (SBI) reliability and validity. European Journal of Psychological Assessment, 25, 48–57, doi: 10.1027/1015-5759.25.1.48.
Seibert, G. S., May, R. W., Fitzgerald, M. C., Fincham F. D. (2016). Understanding school burnout: Does self-control matter? Learning and Individual Differences, 49, 120–127, doi: 10.1016/j.lindif.2016.05.024
Scheier, M. F., Carver, C. S. & Bridges, M. W. (1994). Distinguishing optimism from neuroticism: A revaluation of the Life Orientation Test. Journal of Personality and Social Psychology, 67, 1063-1078, doi: 10.1037/0022-3514.67.6.1063
Schumacker, R. E. & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling. (2rd. ed.). New Jersey: Lawrence Erlbaum Associates.
Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Effiacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37).
Windsor, UK: NFER-NELSON. Retrieved from https://www.drugsandalcohol.ie/26768/1/General_SelfEffiacy_Scale%20(GSE).pdf
Shkoler, O., Tziner, A. (2017). The mediating and moderating role of burnout and emotional intelligence in the relationship between organizational justice and work misbehavior. Journal of Work and Organizational Psychology, 33, 157–164, doi: 0.1016/j.rpto.2017.05.002
Shaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., Bakker, A. B. (2002). Burnout and engagement in university students. A Cross-National Study. Journal of cross-cultural psychology, 33(5), 464–481. Retrieved from https://www.isonderhouden.nl/doc/pdf/arnoldbakker/articles/articles_arnold_bakker_78.pdf
Szczygieł, D., Baka, L. (2016). The role of personal resources in the relationship between job stressors
and emotional exhaustion. Polish Journal of Applied Psychology, 14(2), 133–152, doi: 10.-1515/pjap-
20150058
Tangney, J. P., Baumeister, R. F., Boone, A. L. (2004). High Self-Control Predicts Good. Adjustment,
Less Pathology, Better Grades, and Interpersonal Success. Journal of Personality, 271–324, doi: 10.1111/j.0022-
3506.2004.00263.x
Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Reviewю, 42, 28–33, doi: 10.1016/j.childyouth.2014.03.020
Xanthopoulou, D., Bakker, A. B., Demerouti, E., and Schaufeli, W. B. (2007). The role of personal
resources in the job demands-resources model. International Journal of Stress Management 14, 121–141,
doi: 10.1037/1072-5245.14.2.121
Yamashita, K., Saito, M., & Takao, T. (2012). Stress and coping styles in Japanese nursing students.
International Journal of Nursing Practice, 18, 489–496. doi: 10.1111/j.1440-172X.2012.02056.X
Youssef-Morgan, C. M., & Luthans, F. (2015). Psychological Capital and Well-being. Stress and
Health, 31(3), 180–188, doi: 10.1002/smi.2623
Alarcon, G. (2011). A meta-analysis of burnout with job demands, resources, and attitudes. Journal of Vocational Behavior, 79, 549-562, doi: 10.1016/j.jvb.2011.03.007
Bakker, A. B., Demerouti, E. (2007). The job demands–resources model: state of the art. Journal of Managerial Psychology, 22(3), 309–328, doi: 10.1108/02683940710733115
Bakker, A. B. and Demerouti, E. (2014). Job Demands-Resources Theory. In: Chen, P.Y. and Cooper, C.L., Eds., Work and Wellbeing: A complete Reference Guide, John Wiley & Sons, New York, 1–28, doi: 10.1002/9781118539415.wbwell019
Bakker, A. B. and Demerouti, E., Sanz-Vergel, A. I. (2014). Burnout and Work Engagement: The JD–R Approach. Annual Review of Organizational Psychology and Organizational Behavior, 1, 389–411, doi: 10.1146/annurev-orgpsych-031413-091235
Bandura, A. (1997). Self-effiacy: The exercise of control. New York: Freeman.
Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychology research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 52, 1173–1182. Retrieved from https://www.sesp.org/fies/The%20Moderator-Baron.pdf
Best, R. G., Stapleton L., Downey, R. (2005). Core Self-evaluations and Job Burnout: The Test of Alternative Models. Journal of Occupational Health Psychology, 10(4), 441–451, doi: 10.1037/1076-8998.10.4.441
Carver, C. S., Scheier, M. F., Segerstrom, S. C. (2010). Optimism. Clinical Psychology Review, 30(7), 879–889, doi: 10.1016 j.cpr.2010.01.006.
Chan, D.W. (2003). Hardiness and its role in the stress-burnout relationship among prospective Chinese teachers in Hong Kong. Teaching & Teacher Education, 19, 381–395, doi: 10.1016/S0742-051X(03)00023-4
Chang, E. C., Rand, K. L. & Strunk, D. R. (2000). Optimism and risk for job burnout among working college students: Stress as a mediator. Personality and Individual Differences, 29, 255–263, doi: 10.1016/S0191-8869(99)00191-9
de Ridder, D. T., Lensvelt-Mulders, C., Finkenaucr, C., Stok, F. M., & Baumeister, R. F. (2012). Taking stock of self-control: A meta-analysis of how trait self-control relates to a wide range of behaviors. Personality and Social Psychology Review, 16(1), 76–99, doi: 10.1177/1088868311418749.
García-Izquierdo, M., Ríos-Risquez, M.I., Carrillo-García, C. & Sabuco-Tebar, E. Á. (2015).The moderating role of resilience in the relationship between academic burnout and the perception of psychological health in nursing students. Educational Psychology: An International Journal of Experimental Educational Psychology, doi: http://www.tandfonline.com/loi/cedp20
Gökhan, B. M., Ergeneli, A. (2015). How Psychological Capital Inflences Burnout: The Mediating Role of Job Insecurity. Procedia – Social and Behavioral Sciences, 207, 363–368, doi: 0.1016/j.sbspro.2015.10.106 Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44, 513–524, doi: 10.1037//0003-066X.44.3.513
Hobfoll, S. E., Johnson, R. J., Ennis, N. and Jackson, A. P. (2003). Resource loss, resource gain, and emotional outcomes among inner city women. Journal of Personality and Social Psychology, 84, 632–643, doi: 10.1037//0022-3514.84.3.632
Jacobs, S. R, Dodd, D. (2003). Student burnout as a function of personality, social support, and workload. Journal of College Student Development, 44(3), 291–303, doi: 10.1353/csd.2003.0028
Judge, T. A., Erez, A., Bono, J. E., Thoresen, C. J. (2002). Are measures of self-esteem, neuroticism, locus of control, and generalized self-effiacy indicators of a common core construct? Journal of Personality and Social Psychology, 83(3): 693–710, doi:10.1037/0022-3514.83.3.693
Kutsal, D., Bilge, F. (2012). A Study on the Burnout Levels of High School Students. Education and science, 37, 283–297. Retrieved from https://www.google.com/search?q=289434292
Lee, S. J., Choi, Y. J., Chae, H. (2017). The effects of personality traits on academic burnout in Korean medical students. Integrative Medicine Research, 6(2), 207–213, doi: 10.1016/j.imr.2017.03.005
Leontiev, D. А. (2016). Autoregulation, resources, and personality potential Siberian journal of psychology, 62, 18–37, doi: 10.17223/17267080/62 [In Russia]
Luthans, F., Avey, J. B., Avolio, B. J. and Peterson, S. J. (2010). The development and resulting performance impact of positive psychological capital. Human Resource Development Quarterly, 21, 41–67, doi: 10.1002/hrdq.20034
Maddi, S. R. & Khoshaba, D. M. (2005). Resilience at work. How to succeed no matter what life throws at you. New York: Amacon.
Maslach, C. & Leiter, M. P. (1999). Teacher burnout: A research agenda. In R. Vanderberghe & A.M. Huberman (Eds.), Understanding and preventing teacher burnout (pp. 295-303). Cambridge: Cambridge University Press, doi: 10.1017/CBO9780511527784.021
Maslach, C., Schaufeli, W. B, Leiter M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422. Retrieved from https://www.wilmarschaufeli.nl/publications/Schaufeli/154.pdf
Maslowsky, J., Jager, J., Hemken, D. (2015). Estimating and interpreting latent variable interactions: A tutorial for applying the latent moderated structural equations method. International Journal of Behavioral Development, 39(1), 87–96, doi: 10.1177/0165025414552301
Morgan, B., & de Bruin, K. (2010). The relationship between the big fie personality traits and burnout in South African university students. South African Journal of Psychology, 40(2), 182–191, doi: 10.1177/008124631004000208
Muthén, B. (2012). Latent variable interactions. Sep 20. 2012. Retrieved from https://www.statmodel.com/download/LV%20Interaction.pdf
Muthén, L., Muthén, B. Mplus User’s Guide. 7th Edition. Muthén & Muthén; Los Angeles, CA: 1998–2012.
Olefir, V. O., Kuznetsov, M. A., Pavlova, A. V. (2013). Brief version of the test of hardiness. Bulletin of Kharkiv National Pedagogical University named after G. S. Skovoroda. Psychology, 45(2), 158–165. Retrieved from http://nbuv.gov.ua/UJRN/VKhnpu_psykhol_2013_45%282%29_22
Olefir, V. O. (2015). Intellectual-personality potential of self-regulation of the subject of activity. Kharkiv: UIPA. [In Ukraine]
Osin, E. N. (2015). Alienation from Study as a Predictor of Burnout in University Students: the Role of the Educational Environment Characteristics. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 20(4), 57–74, doi:10.17759/pse.2015200406 [In Russia]
Otero-Lopez, J. M., Villardefrancos, Castro, C., E. Santiago, M. J. (2014). Stress, positive personal variables and burnout: A path analytic approach. European Journal of Education and Psychology, 7(2): 95–106, doi: 10.1989/ejep.v7i2.182
Personality potential: structure and diagnosis (2011). Ed. D. A. Leontiev. M.: Smysl [In Russia] Rahmati, Z. (2015). The Study of Academic Burnout in Students with High and Low Level Of SelfEffiacy, Procedia – Social and Behavioral Sciences, 171, 49–55, doi: 10.1016/j.sbspro.2015.01.087
Rostami, Z., Abedi, M. R., Schaufeli, W. B. (2012). Dose interest predicts academic burnout? Interdisciplinary journal of contemporary research in business, 3(9), 877–885. Retrieved from https://www.wilmarschaufeli.nl/publications/Schaufeli/370.pdf
Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. (2009). School Burnout Inventory (SBI) reliability and validity. European Journal of Psychological Assessment, 25, 48–57, doi: 10.1027/1015-5759.25.1.48.
Seibert, G. S., May, R. W., Fitzgerald, M. C., Fincham F. D. (2016). Understanding school burnout: Does self-control matter? Learning and Individual Differences, 49, 120–127, doi: 10.1016/j.lindif.2016.05.024
Scheier, M. F., Carver, C. S. & Bridges, M. W. (1994). Distinguishing optimism from neuroticism: A revaluation of the Life Orientation Test. Journal of Personality and Social Psychology, 67, 1063-1078, doi: 10.1037/0022-3514.67.6.1063
Schumacker, R. E. & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling. (2rd. ed.). New Jersey: Lawrence Erlbaum Associates.
Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Effiacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37).
Windsor, UK: NFER-NELSON. Retrieved from https://www.drugsandalcohol.ie/26768/1/General_SelfEffiacy_Scale%20(GSE).pdf
Shkoler, O., Tziner, A. (2017). The mediating and moderating role of burnout and emotional intelligence in the relationship between organizational justice and work misbehavior. Journal of Work and Organizational Psychology, 33, 157–164, doi: 0.1016/j.rpto.2017.05.002
Shaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., Bakker, A. B. (2002). Burnout and engagement in university students. A Cross-National Study. Journal of cross-cultural psychology, 33(5), 464–481. Retrieved from https://www.isonderhouden.nl/doc/pdf/arnoldbakker/articles/articles_arnold_bakker_78.pdf
Szczygieł, D., Baka, L. (2016). The role of personal resources in the relationship between job stressors
and emotional exhaustion. Polish Journal of Applied Psychology, 14(2), 133–152, doi: 10.-1515/pjap-
20150058
Tangney, J. P., Baumeister, R. F., Boone, A. L. (2004). High Self-Control Predicts Good. Adjustment,
Less Pathology, Better Grades, and Interpersonal Success. Journal of Personality, 271–324, doi: 10.1111/j.0022-
3506.2004.00263.x
Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Reviewю, 42, 28–33, doi: 10.1016/j.childyouth.2014.03.020
Xanthopoulou, D., Bakker, A. B., Demerouti, E., and Schaufeli, W. B. (2007). The role of personal
resources in the job demands-resources model. International Journal of Stress Management 14, 121–141,
doi: 10.1037/1072-5245.14.2.121
Yamashita, K., Saito, M., & Takao, T. (2012). Stress and coping styles in Japanese nursing students.
International Journal of Nursing Practice, 18, 489–496. doi: 10.1111/j.1440-172X.2012.02056.X
Youssef-Morgan, C. M., & Luthans, F. (2015). Psychological Capital and Well-being. Stress and
Health, 31(3), 180–188, doi: 10.1002/smi.2623
Опубліковано
2019-01-18
Цитовано
Як цитувати
Олефір, В. О., & Боснюк, В. Ф. (2019). Особистісні ресурси як модератори у відношеннях між вимогами освітнього середовища і вигоранням студентів. Вісник Харківського національного університету імені В. Н. Каразіна. Серія Психологія, (65), 21-29. вилучено із https://periodicals.karazin.ua/psychology/article/view/12234
