Lopes Bárbara Cristina Da Silva, Bortolon Catherine, Macioce Válerie, Raffard Stéphane
University of Coimbra, Faculdade de Psicologia e de Ciências da Educação, Coimbra, Portugal.
Center for Research in Neuropsychology and Cognitive and Behavioral Intervention (CINEICC), Coimbra, Portugal.
Front Psychiatry. 2020 Mar 17;11:203. doi: 10.3389/fpsyt.2020.00203. eCollection 2020.
Cognitive models of psychopathology were applied to inform the relationships between paranoid cognitions, perceptions of workplace bullying, and intentions of workplace deviance in UK and French teachers. Sixty-six UK teachers and 50 French teachers were asked to fill in an online survey comprised of the Green Paranoia Thought Scales, Negative Acts Questionnaire, Depression, Anxiety and Stress scales, and Workplace Deviance Scale. The variables in this study were conceptualized as cognitions and not as facts because the study used self-report questionnaires of paranoid ideation, workplace bullying, and workplace deviance. Mann-Whitney tests showed that UK teachers report significantly more perceptions of work-related bullying and intentions of workplace deviance than French teachers. However, there was no statistically significant difference between UK and French teachers for the report of paranoid ideation. Mediation analyses showed that paranoia impacted on intentions of workplace deviance but perceptions of workplace bullying and negative affect did not mediate this association in UK and French teachers. Culturally tailored psycho-social interventions should be implemented targeting teachers' paranoid thinking and workplace bullying in order to deter teachers from engaging in workplace deviance and to promote their well-being.
心理病理学的认知模型被用于探究英国和法国教师的偏执认知、职场霸凌认知与职场偏差意图之间的关系。66名英国教师和50名法国教师被要求填写一份在线调查问卷，该问卷包括格林偏执思维量表、负面行为问卷、抑郁、焦虑和压力量表以及职场偏差量表。本研究中的变量被概念化为认知而非事实，因为该研究使用了关于偏执观念、职场霸凌和职场偏差的自我报告问卷。曼-惠特尼检验表明，英国教师报告的与工作相关的霸凌认知和职场偏差意图显著多于法国教师。然而，英国和法国教师在偏执观念报告方面没有统计学上的显著差异。中介分析表明，偏执会影响职场偏差意图，但职场霸凌认知和负面影响在英国和法国教师中并未介导这种关联。应实施针对教师偏执思维和职场霸凌的文化定制心理社会干预措施，以阻止教师参与职场偏差行为并促进他们的幸福感。
