Guo Qiang, Wang Yongli, Liu Qiaoyun, Wang Tingzhao, Zhang Lei, Huang Zhijun, Cao Shuqin
Hangzhou College of Preschool Education, Zhejiang Normal University, Hangzhou, China.
Department of Rehabilitation Sciences, Faculty of Education, East China Normal University, Shanghai, China.
Front Psychol. 2022 Apr 5;13:847882. doi: 10.3389/fpsyg.2022.847882. eCollection 2022.
This study examines whether psychological capital (PsyCap) indirectly predicts occupational well-being among Chinese special education teachers through work engagement. In total, 615 Chinese special education teachers (female = 567) completed the Psychological Capital Questionnaire, the Special Education Teachers' Occupational Well-Being Questionnaire, and the Utrecht Work Engagement Scale. The results indicated that PsyCap was positively correlated with occupational well-being and work engagement. Furthermore, work engagement mediated the influence of PsyCap on occupational well-being. Notably, the multiple mediation model indicated that the indirect effects of PsyCap on occupational well-being were mainly due to dedication and absorption. The study's results illustrate the association between PsyCap, work engagement, and occupational well-being, which may help educational administrators and social workers assist with special education and special education teachers develop and maintain good working conditions.
本研究探讨心理资本（PsyCap）是否通过工作投入间接预测中国特殊教育教师的职业幸福感。共有615名中国特殊教育教师（女性 = 567名）完成了心理资本问卷、特殊教育教师职业幸福感问卷和乌得勒支工作投入量表。结果表明，心理资本与职业幸福感和工作投入呈正相关。此外，工作投入在心理资本对职业幸福感的影响中起中介作用。值得注意的是，多重中介模型表明，心理资本对职业幸福感的间接影响主要归因于奉献和专注。该研究结果揭示了心理资本、工作投入和职业幸福感之间的关联，这可能有助于教育管理人员和社会工作者协助特殊教育工作，并帮助特殊教育教师发展和维持良好的工作条件。
