Estudio interprofesional de variables psicoeducativas

  1. Vidal Martínez, Francisca
  2. García Sánchez, Jesús Nicasio
  3. Pacheco Sanz, Deilis Ivonne
Revista:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Ano de publicación: 2014

Título do exemplar: LA PSICOLOGÍA DE HOY

Volume: 4

Número: 1

Páxinas: 455-464

Tipo: Artigo

DOI: 10.17060/IJODAEP.2014.N1.V4.858 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Resumo

The bournout construct is considered as a pathology derived from physical environment, characteristics of work, and especially from interpersonal relatilonships, not by genetic factors. It affect especially to those profesionals related with people, affecting to quality of life ant to the results of work, lowsing the work motivation. We present a study assessing 594 different profesionals through questionnaires about bounout: demographic variables (VGS), the Conflict and Ambiguity of Role Questionnaire (CACR), el Maslach Burnout Inventory General Survey (MBI-GS). And the Perceived Stress Scale (PSS-14) for assess the stress. The Personalioty Questionnaire (NEO-FFI), the General Perceived Self-Efficacy Questionnaire (AEG) and the Motivation Scale (ESCMOT). The kindergarden school teachers reached high marks in ambiguity of role showing high clarity in atribuitions, competences, aims, responsabilities, tasks and work contents, how to do and that we expect about them. With respect to role conflicto, the firemen are who reach higher marks, showing the difficults to manage tasks and times and the urgency of their work. About the profesional efficacy, the kindergarden teachers are who reach higher marks. We discuss results for psychoeducational guidance and counseling.

Referencias bibliográficas

  • Ajello, A.M. (2003). La motivación para aprender. En C. Pontecorvo (Coord.), Manual de Psicología de la Educación, 251-271España: Popular.
  • Aydogan, I., Atilla, A. & Bayram, N. (2009). Burnout among Turkish School Teachers working in Turkey and abroad: A comparative study. Electronic Journal of Research in Educational Psychology, 7, (3), 1249-1268.
  • Devos, C., Dupriez, V. & Paquay, L. (2012) Does the social working environment predict beginingTeachers`s self-efficacy and feelings of depression? Teaching and Teacher Education, 28, 206-217. doi:10.1016/j.tate.2011.09.008
  • Fernet, C., Guay, F., Senécal, C. & Austin, S. (2012) Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors Teaching and Teacher Education, 28, 514-525. doi:10.1016/j.tate.2011.11.013
  • García, A.E. (2008). Motivación individual.
  • Guerrero, E., Gómez, R., Moreno, J.M., García-Baamonde, M. E. & Blázquez, M. (2011). El síndrome del quemado, modos de afrontamiento del estrés y salud mental en profesores no universitarios. Behavioral Psychology / Psicología Conductual. 19 (3), 555-570.
  • Griffin, D.K. (2010).A survey of Bahamian and Jamaican teachers’ levels of motivation. Journal of Invitational theory and practice.Vol.16, 56-76.
  • Güzel, H. (2011). Investigation of Demographic properties and motivation factors of physic teachers. Education Sciences: Theory and Practice, 11, (2), 1046-1053.
  • Lapéniene, D., Dumčiene, A. & Lapenas, T. (2012). The analysis of factors related to creativity in the sample of physical education teachers. Ugdymas Küno Kultüra
  • Liu, S. & Onwuegbuzie, A.J. (2012). Chinese teachers’ work stress and their turnover intention. International Journal of Educational Research, 53,160-170. doi:10.1016/j.ijer.2012.03.006
  • Mababu, R. (2012). El constructo del trabajo emocional y su relación con el síndrome de desgaste profesional. International Journal of Psychology and Psycohological Therapy, 12,2, 219-244.
  • Martín, N.K., Saas, D.A. & Schmitt, T.A. (2012). Teacher efficacy in student engagement, instructional management student stressors and burnout. A theoretical model using in class variables to predict teachers´ intent to leave. Teaching and Teacher Education,28,546-559.doi:10.1016/j.tate.2011.12.003
  • Martínez, J.P., Méndez, I., Secanilla, E. & González, E. (2012). Evolución de los niveles de burnout en un estudio comparativo en cuidadores profesionales tras una situación de estrés postraumático. European Journal of Investigation in Health Psychology and Education, Vol.2, nº 1, 29-39.
  • Parker, P.D., Martín, A.J., Colmar, S. & Liem, G.A. (2012).Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement and burnout. Teaching and Teacher Education,28,503-513. doi:10.1016/j.tate.2012.01.001
  • Pas, E.T., Bradshaw, C.P., & Hersfeldt, P.A. (2012). Teacher –and school level predictors of teacher efficacy and burnout: Identifying potential areas for support. Journal of school Psychology, 50, 129-145. doi:10.1016/j.jsp.2011.07.003
  • Psishghadan, R. & Sahebjam, S. (2012). Personality and Emotional Intelligence in Teacher Burnout.The Spanish Journal of Psychology, Vol. 15, nº 1, 227-236. http://dx.doi.org/10.5209
  • Ríos, M.I., Godoy, C. & Sánchez, J. (2011). Síndrome de quemarse por el trabajo, personalidad resistente y malestar psicológico en personal de enfermería. Anales de Psicología, Vol. 27, nº1, 71-79.
  • Vázquez, J., Vázquez, M.J., Álvarez, M., Alcaide, M.R., Martínez, R., Nadal, M. & Cruzado (2012). Intervención psicoterapéutica grupal intensiva realizada en un entorno natural para el tratamiento del burnout en un equipo de enfermería oncológico. Psicología, Vol. 9, nº1, 161-168. doi: 10.5209/
  • Veldman, I., Tartwijk, J., Brekelmans, M. & Wubbes, T. (2013). Job satisfaction and teacher- student-relationships across the teaching career: Four cases studies. Teaching and Teacher Education, 32, 55-66. http://dx.doi.org/10.1016/j.tate.2013.01.00