中小学教师职业倦怠的认知行为取向团体干预—— 基于心理资本开发的视角.pdf

心理咨询理论与实践 2020年11月第2卷第11期 Cognitive Behavioral Orientation Group Intervention of Primary and Secondary School Teachers’ Job Burnout —Based on the Perspective of Psychological Capital Development * Yan Ying Zhang Yu Yuan Yuan Department of Psychology, School of Social Psychology, Central University of Finance and Economics, Beijing Abstract: In order to explore the relationship between psychological capital and burnout level of primary and secondary school teachers and the effectiveness of cognitive behavioral oriented group intervention, this paper conducted two studies. In the first study, 276 primary and secondary school teachers were investigated by using the questionnaire on psychological capital of primary and secondary school teachers and the teacher burnout research scale. It was found that psychological capital was significantly negatively correlated with job burnout. The second study adopted the experimental method, 24 subjects form study one with high level of job burnout were randomly divided into control group and intervention group, intervention group received the cognitive orientation on the basis of the psychological capital PCI model group intervention, while the control group received no treatment. The results of intervention group psychological capital and job burnout of each dimension were significant difference, the control group did not show significant difference. The results proved: psychological capital of primary and secondary school teachers is negatively correlated with job burnout, and psychological capital of primary and secondary school teachers can negatively predict job burnout; Cognitive behavioral orientation intervention can improve the psychological