• 文献检索
  • 文档翻译
  • 深度研究
  • 学术资讯
  • Suppr Zotero 插件Zotero 插件
  • 邀请有礼
  • 套餐&价格
  • 历史记录
应用&插件
Suppr Zotero 插件Zotero 插件浏览器插件Mac 客户端Windows 客户端微信小程序
定价
高级版会员购买积分包购买API积分包
服务
文献检索文档翻译深度研究API 文档MCP 服务
关于我们
关于 Suppr公司介绍联系我们用户协议隐私条款
关注我们

Suppr 超能文献

核心技术专利：CN118964589B侵权必究
粤ICP备2023148730 号-1Suppr @ 2026

文献检索

告别复杂PubMed语法，用中文像聊天一样搜索，搜遍4000万医学文献。AI智能推荐，让科研检索更轻松。

立即免费搜索

文件翻译

保留排版，准确专业，支持PDF/Word/PPT等文件格式，支持 12+语言互译。

免费翻译文档

深度研究

AI帮你快速写综述，25分钟生成高质量综述，智能提取关键信息，辅助科研写作。

立即免费体验

增强巴基斯坦学校教师的职业适应能力：基于优势的职业干预通过情感化学习体验的效果测试

Strengthening career adaptation among school teachers in Pakistan: Test of strengths-based career intervention imparted through emotionalized learning experiences.

作者信息

Green Zane Asher

机构信息

Faculty of Business Administration, Preston University, Islamabad, Pakistan.

Contemporary Research Initiative, Preston University, Islamabad, Pakistan.

出版信息

Int J Educ Vocat Guid. 2023;23(1):43-75. doi: 10.1007/s10775-021-09502-2. Epub 2021 Sep 29.

DOI:10.1007/s10775-021-09502-2
PMID:34603554
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8478636/
Abstract

UNLABELLED

This study demonstrated that the intervention offered to Pakistan's school teachers through the emotionalized learning experiences (ELE) format fared better than that offered through the teacher-centered methodology as regards the development of career adaptability, teaching self-efficacy, and work engagement from Time 1 to Time 2. Analyses to explore the development of career variables from Time 2 to Time 4 revealed that only the teachers who were offered the ELE intervention effectively engaged in step-by-step career construction over the academic year. Theoretical contributions of the results and implications for offering future career interventions amid COVID-19 are also discussed.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s10775-021-09502-2.

摘要

未标注

本研究表明，就职业适应性、教学自我效能感以及从时间1到时间2的工作投入度的发展而言，通过情感化学习体验（ELE）形式向巴基斯坦学校教师提供的干预措施，比通过以教师为中心的方法提供的干预措施效果更好。对从时间2到时间4职业变量发展的分析表明，只有接受ELE干预的教师在整个学年有效地参与了逐步的职业构建。还讨论了研究结果的理论贡献以及在新冠疫情期间提供未来职业干预措施的意义。

补充信息

在线版本包含可在10.1007/s10775-021-09502-2获取的补充材料。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/95a1/8478636/a24dbfcd726c/10775_2021_9502_Fig3_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/95a1/8478636/35fb4d930652/10775_2021_9502_Fig1_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/95a1/8478636/c22129bf8954/10775_2021_9502_Fig2_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/95a1/8478636/a24dbfcd726c/10775_2021_9502_Fig3_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/95a1/8478636/35fb4d930652/10775_2021_9502_Fig1_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/95a1/8478636/c22129bf8954/10775_2021_9502_Fig2_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/95a1/8478636/a24dbfcd726c/10775_2021_9502_Fig3_HTML.jpg

相似文献

1
Strengthening career adaptation among school teachers in Pakistan: Test of strengths-based career intervention imparted through emotionalized learning experiences.增强巴基斯坦学校教师的职业适应能力：基于优势的职业干预通过情感化学习体验的效果测试
Int J Educ Vocat Guid. 2023;23(1):43-75. doi: 10.1007/s10775-021-09502-2. Epub 2021 Sep 29.
2
Art-of-Living Intervention Imparted Through a Blended Learning Approach to Nurture Positivity Among Pakistan's University Students During COVID-19: A Growth Curve Analysis.通过混合式学习方法实施的生活艺术干预，以在新冠疫情期间培养巴基斯坦大学生的积极心态：一项增长曲线分析。
J Happiness Stud. 2023 Jun 8:1-32. doi: 10.1007/s10902-023-00664-0.
3
The roles of adaptability and school climate in first-year teachers' developing perceptions of themselves, their classroom relationships, and the career.适应性和学校氛围在一年级教师发展自我认知、课堂关系和职业认知中的作用。
J Sch Psychol. 2023 Aug;99:101213. doi: 10.1016/j.jsp.2023.04.003. Epub 2023 Jun 10.
4
The relationship between pre-service kindergarten teachers' professional identification and career adaptability: A chain mediation model.职前幼儿园教师的职业认同与职业适应能力之间的关系：一个链式中介模型。
Front Psychol. 2022 Nov 14;13:1045947. doi: 10.3389/fpsyg.2022.1045947. eCollection 2022.
5
"It Felt Good to Be Included": A Mixed-Methods Study of Pre-Kindergarten Teachers' Experiences with Professional Learning.“被接纳感觉真好”：一项关于幼儿园教师专业学习经历的混合方法研究
Early Child Educ J. 2022;50(4):593-604. doi: 10.1007/s10643-021-01175-4. Epub 2021 Apr 1.
6
To Teach or Not to Teach: An International Study of Language Teachers' Experiences of Online Teaching During the COVID-19 Pandemic.教还是不教：一项关于新冠疫情期间语言教师在线教学经历的国际研究。
SN Comput Sci. 2022;3(5):416. doi: 10.1007/s42979-022-01323-6. Epub 2022 Aug 4.
7
Exploring predictors of teachers' self-efficacy for online teaching in the Arab world amid COVID-19.探索新冠疫情期间阿拉伯世界教师在线教学自我效能感的预测因素。
Educ Inf Technol (Dordr). 2022;27(6):8093-8110. doi: 10.1007/s10639-022-10946-4. Epub 2022 Mar 1.
8
Teacher Evaluation of a Self-Directed Career Guidance Intervention for South African Secondary School Learners Amidst Severe COVID-19 Restrictions.在严格的新冠疫情限制措施下，对南非中学生自主职业指导干预措施的教师评估
Front Psychol. 2022 Mar 28;13:854748. doi: 10.3389/fpsyg.2022.854748. eCollection 2022.
9
Physical Education Teachers' Perceived Effectiveness in Association with Student Attendance, Teacher Adaptability, External Educational Supports, and Teaching Format During the COVID-19 Pandemic.新冠疫情期间体育教师的感知效能与学生出勤、教师适应性、外部教育支持及教学形式的关联
J Healthy Eat Act Living. 2022 Dec 23;2(3):97-112. eCollection 2022.
10
The Relationships Between Career-Related Emotional Support From Parents and Teachers and Career Adaptability.父母和教师给予的职业相关情感支持与职业适应能力之间的关系。
Front Psychol. 2022 Dec 22;13:823333. doi: 10.3389/fpsyg.2022.823333. eCollection 2022.

引用本文的文献

1
A theoretical review on the interplay of EFL/ESL teachers' career adaptability, self-esteem, and social support.关于外语/第二语言教师职业适应能力、自尊和社会支持相互作用的理论综述。
Front Psychol. 2022 Aug 12;13:915610. doi: 10.3389/fpsyg.2022.915610. eCollection 2022.
2
Personal growth initiative moderates the mediating effect of COVID-19 preventive behaviors between fear of COVID-19 and satisfaction with life.个人成长主动性调节了新冠疫情预防行为在对新冠疫情的恐惧与生活满意度之间的中介作用。
Heliyon. 2022 Jun 15;8(6):e09729. doi: 10.1016/j.heliyon.2022.e09729. eCollection 2022 Jun.

本文引用的文献

1
Character strengths intervention for nurturing well-being among Pakistan's university students: A mixed-method study.品格优势干预对巴基斯坦大学生幸福感的培养：一项混合方法研究。
Appl Psychol Health Well Being. 2022 Feb;14(1):252-277. doi: 10.1111/aphw.12301. Epub 2021 Aug 25.
2
Validation of the Fear of COVID-19 Scale in a Sample of Pakistan's University Students and Future Directions.验证恐惧 COVID-19 量表在巴基斯坦大学生样本中的有效性及未来方向。
Psychol Rep. 2022 Oct;125(5):2709-2732. doi: 10.1177/00332941211016754. Epub 2021 May 28.
3
Emotionalized learning experiences: Tapping into the affective domain.
情感化学习体验：挖掘情感领域
Eval Program Plann. 2017 Jun;62:35-48. doi: 10.1016/j.evalprogplan.2017.02.004. Epub 2017 Feb 6.
4
The well-being outcomes of career guidance.职业指导的福祉成果。
Br J Guid Counc. 2013 Jun;41(3):254-266. doi: 10.1080/03069885.2013.773959. Epub 2013 Mar 19.
5
Intentional growth training: developing an intervention to increase personal growth initiative.有意成长训练：开发一种干预措施以增强个人成长主动性。
Appl Psychol Health Well Being. 2013 Jul;5(2):149-70. doi: 10.1111/aphw.12001. Epub 2013 Jan 4.
6
Work engagement: an emerging concept in occupational health psychology.工作投入：职业健康心理学中的一个新兴概念。
Biosci Trends. 2008 Feb;2(1):2.
7
Statistical power analyses using G*Power 3.1: tests for correlation and regression analyses.使用 G*Power 3.1 进行统计功效分析：相关和回归分析的检验。
Behav Res Methods. 2009 Nov;41(4):1149-60. doi: 10.3758/BRM.41.4.1149.
8
Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: a practice-friendly meta-analysis.运用积极心理学干预提升幸福感并缓解抑郁症状：一项便于实践的元分析。
J Clin Psychol. 2009 May;65(5):467-87. doi: 10.1002/jclp.20593.
9
Benefits of training and development for individuals and teams, organizations, and society.培训与发展对个人、团队、组织及社会的益处。
Annu Rev Psychol. 2009;60:451-74. doi: 10.1146/annurev.psych.60.110707.163505.
10
Positive psychology progress: empirical validation of interventions.积极心理学进展：干预措施的实证验证
Am Psychol. 2005 Jul-Aug;60(5):410-21. doi: 10.1037/0003-066X.60.5.410.