PDF(Pubmed)
Abstract：
In recent years, with the unremitting advancement of higher education reform, academics have been experiencing stress associated with conducting scientific research. In this study focusing on university teachers in China, we adopted a stepwise regression method and reviewed related literature to construct a mechanism of academic stress and occupational burnout. Specifically, we tested job satisfaction and relative deprivation as mediating and moderating variables and conducted empirical research on 1239 teachers from 15 universities in eastern, central, and western China. Our findings show that: (1) academic stress has a significant positive effect on occupational burnout; (2) job satisfaction has a partial role as the intermediary agent between academic stress and occupational burnout; and (3) relative deprivation positively moderates the relationship between academic stress and job satisfaction, indicating that teachers in universities and colleges are also affected by relative deprivation and the perception of inequity. These findings have significant value in the management of higher education and academic research.
摘要：
近年来,随着高等教育改革的不懈推进，学者们一直在经历与进行科学研究相关的压力。本研究以中国大学教师为研究对象,我们采用逐步回归方法，并回顾相关文献，构建了学业压力与职业倦怠的作用机制。具体来说,我们以工作满意度和相对剥夺为中介和调节变量，对东部15所大学的1239名教师进行了实证研究，中央,和中国西部。研究结果表明:(1)学业压力对职业倦怠有显著的正向影响;(2)工作满意度在学业压力与职业倦怠之间具有部分中介作用;(3)相对剥夺正向调节学业压力与工作满意度的关系。这表明大学教师也受到相对剥夺和不公平感的影响。这些发现对高等教育管理和学术研究具有重要价值。
