意大利特殊需求教师样本中自我同情量表的验证
Validation of the self-compassion scale in a sample of Italian special needs teacher.
作者信息
Ragni Benedetta, Sulla Francesco, Toto Giusi Antonia, Limone Pierpaolo
机构信息
Department of Human Studies, University of Foggia, Foggia, Apulia, Italy.
出版信息
Front Psychol. 2023 Mar 2;14:1103021. doi: 10.3389/fpsyg.2023.1103021. eCollection 2023.
INTRODUCTION
Special needs teachers deliver crucial care to their students by showing a particular attitude toward them. However, they usually face stressful situations that negatively impact their capacity to support their students, often reporting higher levels of burnout compared to teachers from mainstream education. Self-compassion has been seen to function as a protective factor against teacher stress, enhancing their resilience and coping abilities.
METHODS
The current study aimed to evaluate the factorial structure, reliability, and validity of the Self-compassion Scale (SCS) in a sample of Italian special needs teachers (R1). In addition, it was investigated whether the satisfactory internal reliability of the SCS is confirmed (R2). Finally, the validity of the SCS criterion was assessed, assuming that each of its subscales would be related to anxiety, measured with GAD-7, and with resilience, measured with the BRS (R3). A sample of 629 teachers was enrolled in this study and completed an online questionnaire.
RESULTS
Overall, the confirmatory factor analysis showed good or acceptable indices of fit to the data supporting the use of SCS to measure self-compassion in Italian special needs teachers.
DISCUSSION
The tool could be helpful for future research to start exploring the self-compassion dimension at school as a protective factor that may foster teachers' and, consequently, students' well-being.
引言
特殊需求教师通过对学生表现出特定态度，为他们提供至关重要的关怀。然而，他们通常面临压力情境，这些情境会对他们支持学生的能力产生负面影响，与主流教育的教师相比，他们经常报告更高程度的职业倦怠。自我同情已被视为抵御教师压力的保护因素，可增强他们的恢复力和应对能力。
方法
本研究旨在评估自我同情量表（SCS）在意大利特殊需求教师样本中的因子结构、信度和效度（R1）。此外，还研究了SCS是否具有令人满意的内部信度（R2）。最后，假定SCS的每个子量表都与用广泛性焦虑障碍量表（GAD - 7）测量的焦虑以及用简短复原力量表（BRS）测量的恢复力相关，评估了SCS标准的效度（R3）。本研究招募了629名教师样本，并让他们完成一份在线问卷。
结果
总体而言，验证性因子分析显示拟合数据的指标良好或可接受，支持使用SCS来测量意大利特殊需求教师的自我同情。
讨论
该工具可能有助于未来的研究开始探索学校中的自我同情维度，将其作为一种可能促进教师以及进而促进学生幸福感的保护因素。
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