Stress, self-efficacy, social support, and psychological distress among prospective Chinese teachers in Hong Kong

Stress, self-efficacy, social support, and psychological distress among prospective Chinese teachers in Hong Kong

• Chan, David W. Chinese University of Hong Kong

Educational Psychology, 22(5), 557-569, 2002

Routledge

2002

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Educational Research Foreign Countries Gender Issues Higher Education Preservice Teacher Education Psychological Needs Self Efficacy Social Support Groups Stress Management Student Teachers Hong Kong

• Hong Kong

• 1997.7 onwards

• 專上教育

Teacher stress, self-efficacy, social support, and psychological distress were assessed in a sample of 83 Chinese prospective teachers in Hong Kong. These teachers reported significantly higher levels of symptoms in somatic problems, followed by anxiety and dysphoria. In exploring the role of personal and social resources in the stress-symptom process, neither self-efficacy nor social support mediated the impact of teacher stress on psychological distress. In contrast, social support moderated the influence of stress on distress in addition to the main effects of stress. While there were subtle differences when specific symptoms were considered, the high-stress/low-support group was most vulnerable. Self-efficacy and social support as protective factors for teacher stress management are discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0144341022000023635]

• 英文

期刊論文

• 01443410

• 10.1080/0144341022000023635

https://bibliography.lib.eduhk.hk/tc/bibs/49e655a0

2010-09-27