测量学校环境中的努力-回报失衡：一种新方法及其与自评健康的关系。
Measuring effort-reward imbalance in school settings: a novel approach and its association with self-rated health.
机构信息
Department of Medical Sociology, University of Duesseldorf, Duesseldorf, Germany.
出版信息
J Epidemiol. 2010;20(2):111-8. doi: 10.2188/jea.je20090057. Epub 2009 Dec 26.
Abstract
BACKGROUND
We attempted to apply the model of effort-reward imbalance (ERI) to school settings in order to measure students' psychosocial stress and analyze its association with self-rated health in adolescents.
METHODS
A cross-sectional survey was conducted in Kunming, China among 1004 Chinese students (468 boys and 536 girls) in grades 7 through 12, using a 19-item effort-reward imbalance questionnaire.
RESULTS
Satisfactory internal consistencies for the scales for effort and reward were obtained; the value for the scale for overcommitment was acceptable. Factor analysis replicated the theoretical structure of the ERI construct in this sample of Chinese students. All 3 scales were associated with an elevated odds ratio for diminished self-rated health, and the effect was strongest for the effort-reward ratio, as predicted by the theory. Sex and grade differences were also observed.
CONCLUSIONS
The ERI questionnaire is a valid instrument for identifying sources of stressful experience, in terms of effort-reward imbalance, among adolescents in school settings.
摘要
背景
我们试图将工作投入-回报失衡（ERI）模型应用于学校环境，以衡量学生的心理社会压力，并分析其与青少年自我报告健康状况的关系。
方法
在中国昆明，对 7 至 12 年级的 1004 名中国学生（468 名男生和 536 名女生）进行了一项横断面调查，使用了一个包含 19 个条目的工作投入-回报失衡问卷。
结果
努力和回报量表的内部一致性良好；过度投入量表的值可以接受。因素分析在这个中国学生样本中复制了 ERI 结构的理论结构。所有 3 个量表都与自我报告健康状况下降的几率增加有关，这与理论预测的努力-回报比的影响最强。还观察到了性别和年级差异。
结论
ERI 问卷是一种有效的工具，可以识别学校环境中青少年因工作投入-回报失衡而产生的压力源。
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