Freund Anat, Zriker Amit, Sapir Zehava
School of Social Work, University of Haifa, Aba Khoushi 199, 3498838 Haifa, Israel.
School of Social Work, Bar-Ilan University, Ramat Gan, Israel.
Eur J Psychol Educ. 2022;37(1):207-226. doi: 10.1007/s10212-021-00545-1. Epub 2021 Apr 3.
One of the most significant phenomena among students at risk is low resilience. However, very little is known about teacher-related factors that affect students' resilience. Therefore, the main aim of this study was to shed light on the relationships between teacher-level (affective and continuance organizational commitment, professional commitment, burnout, and job characteristics) and student-level variables (optimal educational climate, OEC: the needs of belonging, respect from others, autonomy, self-efficacy, and self-fulfillment), as OEC is viewed as a main source of students' psychological resilience. A sample of 243 teachers and 1777 10th-grade students from 44 nationwide secondary schools in Israel participated in this study. The study included the entire population of this selected cohort. Using hierarchical linear model (HLM) coefficient models, we found two major factors that significantly predicted students' OEC: teachers' affective organizational commitment and teachers' job characteristics. These findings indicate that schools may serve as a protective factor for students at risk, since schools can strengthen teachers' affective abilities in order to ensure their students' psychological resilience. These findings are especially important when working with students at risk, who tend to be exposed to a wider range of stress factors, both individually and academically. The importance of these relationships becomes even greater considering the effects of the COVID-19 epidemic, which has had a significant global impact on many aspects, including students' relationships with schools and teachers.
在面临风险的学生中，最显著的现象之一是复原力较低。然而，对于影响学生复原力的教师相关因素，我们知之甚少。因此，本研究的主要目的是阐明教师层面的变量（情感组织承诺和持续组织承诺、职业承诺、倦怠和工作特征）与学生层面的变量（最佳教育氛围，即OEC：归属感需求、他人尊重、自主性、自我效能感和自我实现）之间的关系，因为最佳教育氛围被视为学生心理复原力的主要来源。来自以色列全国44所中学的243名教师和1777名十年级学生参与了本研究。该研究涵盖了这一选定队列的全部人群。使用分层线性模型（HLM）系数模型，我们发现了两个显著预测学生最佳教育氛围的主要因素：教师的情感组织承诺和教师的工作特征。这些发现表明，学校可以成为面临风险学生的保护因素，因为学校可以增强教师的情感能力，以确保学生的心理复原力。这些发现在与面临风险的学生打交道时尤为重要，这些学生往往在个人和学业上面临更广泛的压力因素。考虑到新冠疫情的影响，这些关系的重要性变得更加突出，新冠疫情在包括学生与学校和教师关系在内的许多方面都产生了重大的全球影响。
