德国幼儿园教师主观压力体验和自我效能信念的变化：一项在新冠疫情12个月期间的纵向研究。

Steigleder Julia, Buhr Lilly, Ehm Jan-Henning, Gawrilow Caterina, von Suchodoletz Antje

Eberhard Karls University Tuebingen, Department of Psychology, Schleichstraße 4, 72076, Tuebingen, Germany.

Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Rostockerstraße. 6, 60323, Frankfurt/ Main, Germany.

Teach Teach Educ. 2023 Apr;124:104015. doi: 10.1016/j.tate.2023.104015. Epub 2023 Jan 6.

This study collected monthly data between September 2020 and August 2021 to document the consequences of the COVID-19 pandemic for German preschool teachers during different pandemic phases. This longitudinal study investigated how subjective stress experiences and self-efficacy beliefs of preschool teachers ( = 279) change over time and explored associations on the inter- and intraindividual level. We observed phase-specific changes in subjective stress experiences and interindividual differences in change rates, but no systematic increase across the entire study period. Results also highlight self-efficacy beliefs as a resource for preschool teachers, which should be strengthened to better face stress experiences.

本研究收集了2020年9月至2021年8月期间的月度数据，以记录新冠疫情在不同流行阶段对德国幼儿园教师的影响。这项纵向研究调查了幼儿园教师（n = 279）的主观压力体验和自我效能信念如何随时间变化，并在个体间和个体内层面探索了两者之间的关联。我们观察到主观压力体验的阶段特异性变化以及变化率的个体间差异，但在整个研究期间没有系统性增加。研究结果还强调了自我效能信念是幼儿园教师应对压力的一种资源，应予以强化，以便更好地面对压力体验。