中专卫校专职教师职业疲劳与工作负荷、应对方式的关联性研究
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摘要
研究目的:
了解河南省普通中等专业卫生学校(中专卫校)专职教师这一职业人群的总体疲劳状况;探讨疲劳与工作负荷、应对方式之间多维度的关系;根据分析结果提出相应的护理干预措施,为改善教师健康提供理论依据。
对象与方法:
采用随机整群抽样的方法,抽取六所中专卫校的全体专职教师为研究对象,以定量和定性相结合的调查方法收集资料。调查内容包括:①个人基本情况,主要包括:性别、年龄、民族、婚姻、文化程度、所授课程、个人收入等;②疲劳及其相关因素的量化测定:用《中等职业学校教师职业压力问卷》、《WHO-5生活质量问卷》、《疲劳评定量表(FAI)》、《特质应对方式问卷》进行疲劳及其影响因素的量化测定;③对工作中期待解决的问题进行排序;④对各校的专职教师及主管副校长进行访谈。问卷采用无记名方式,知情同意,严格质量控制,共发放调查问卷473份,收回问卷438份,剔除未完成部分问卷,收回问卷434份,有效回收率为92%,涂改、缺失项大于5%的问卷予以剔除,最终得到有效问卷370份,问卷有效率85.5%。本次研究中计量资料的调查数据用SPSS11.5录入数据建立数据库,采用t检验、方差分析、秩和检验分析相关数据,危险因素用多因素的Logistic回归模型进行分析。
结果:
(1)不同性别、不同年龄、不同周学时的教师疲劳程度存在差异。370名调查对象,男性疲劳总分(粗分)为135.009±28.821,女性疲劳总分为128.022±28.482,经t检验差异有统计学意义(P<0.05),男性的疲劳感高于女性。根据因子1疲劳程度的得分,变量数值≥4视为疲劳、<4视为不疲劳,调查对象的疲劳发生率为40%。中年教师、周学时大于10学时的教师疲劳程度高于其他专职教师。
(2)不同性别、不同年龄、不同周学时、不同学历的专职教师压力有差异。不同性别压力因子中的学生因素、自我发展和工作负荷压力差异均有统计学意义(P<0.05),三个压力维度男性压力均高于女性。按年龄分组后, 35～44岁年龄组与≤34岁年龄组和≥45岁年龄组都有差异。学生因素、自我发展、工作负荷、考试压力、自我生存压力和学校生存压力差异有统计学意义(P<0.05),35～44岁年龄组的压力程度高于其他年龄组。不同周学时职工的工作负荷压力差异有统计学意义(P<0.05),35～44岁年龄组压力大于其它组。不同文化程度之间自我生存压力差异有统计学意义(P<0.05),中专层次职工此维度压力最大,本科次之,大专最小。
(3)不同年龄组调查对象的应对情况差异有统计学意义(P<0.05)。≥45岁年龄组的积极应对的水平高于≤34岁年龄组。消极应对不同年龄组间比较差异无统计学意义。不同年龄组的应对总分差异有统计学意义(P<0.05),其中≥45岁年龄组应对能力最强,≤34岁年龄组应对能力最弱。
(4)不同性别调查对象的生活质量差异有统计学意义(P<0.05),女性的生活质量较男性高。生活质量与其影响因素的相关分析显示生活质量与积极应对呈正相关,与其余影响因素均呈负相关。Logistic回归分析压力总分、消极应对的OR值分别是1.018,1.073,说明压力总分、消极应对是职工生活质量的危险因素;积极应对的OR值为0.904,说明积极应对是职工生活质量的保护因素。
(5)调查对象认为首要解决的问题是“工资待遇低”,其次是学校领导及政府部门应“关心教师生活和工作”,“工作量大”并不是最突出的问题。(6)根据Logistic回归分析结果,结合逻辑推理、专业知识及应激理论,做各变量之间多维度关系的通径分析。结果显示生活质量、疲劳、积极应对、消极应对的决定系数(R2)分别为0.325、0.161、0.083、0.078。对生活质量、疲劳的解释效果较好。职业压力可以通过直接或间接影响生活质量和疲劳程度,职业压力对生活质量、疲劳的作用程度数值分别为-0.401、0.371,职业压力对生活质量的总作用高于对疲劳的总作用。
结论:
(1)河南省中专卫校专职教师疲劳发生率达40%。男性疲劳感高于女性,中年教师、周学时大于10学时的教师疲劳程度高于其他专职教师。疲劳的影响因素是职业压力、角色冲突、角色超载、工资待遇低。疲劳成因与工作负荷密切相关。
(2)调查对象面对应激源多采用积极应对的方式,积极应对分值大于消极应对分值。生活满意度与积极应对呈正相关,与职业压力、消极应对、疲劳呈负相关。
Objectives:
To investigate the fatigue status of the full-time teachers in the secondary health school of Henan Province and to explore the multi-dimensional correlation of fatigue, workload and the coping styles, we put forward the appropriate interventions to improve the health status of the full-time teachers in the secondary health school.
Object and Method:
This study used stratified cluster random sampling method, selecting 370 full-time teachers from six secondary health schools in Henan Province. Qualitative and quantitative methodologies was combined to collect data. There are four parts of the questinnaires. The first is about the common status of the demography including gender, age, nation and so on,the second including seondary vocational school teachers occupational stress questionnaire,fatigue assessment instrument(FAI),WHO-5 quality of life questionnaire and trait coping style questionnaire which was adopted to measure fatigue and its facrors, the third is to sort the problems that the teachers looked forward to solving and visiting the vice-presidents for teaching affairs and the full-time teachers is the last part. 473 questionnaires was sent out by secret ballot, and the objects was informed consent. Eliminating the unqualified questionnaires during 438 regained, 370 effective questionnaires was left eventually. Effective rate of the questionnaires was 85.5%. SPSS 11.5 package was conducted to entry and analyze. The data was analyzed by t-test, signed-ranks test, chi-square test and multilpie logistic regression analysis .
Results:
1 The level of the total score of fatigue have significant difference in gender,age,and the classes per week ( P < 0.05.The total score of the male teachers is 135.009±28.821, that of the female is 128.022±28.482. That of male is higher than the females’. The level of fatigue of the middle-aged teachers and the teachers who had>10 classes per week is higher than others. According to the score of first factor(level of fatigue) of FAI, if the score≥4,we regard it as fatigue; If the score <4,we regard it as non-fatigue. The rate of fatigue is 40%.
2 The level of burden had significant difference in gender,age, the class hours per week and educationcal degree. The males’level of student burden, ego development burden, workload burden were all significantly higher than that of females’( P<0.05). The level of burden of the teachers of 35-44 ages group was significantly different from the teachers of≤34 and≥45 ages group(P<0.05);the formor is higher than the latter two. The level of workload burden of different classes per week had significant difference(P<0.05);That of 35- ages group is higher than others. The level of self-preservation burden of different degree had significant difference(P<0.05); That’s of teachers graduated from specialized secondary schools was highest and the teachers from junior college was lowest.
3 There was significant difference in coping styles among different age groups(P<0.05). The level of positive coping of the teachers of≥45 ages group is higer than that’s of the teachers of≤34 ages group. There was no significant difference in negative coping among different age groups(P<0.05). The total score of coping of different age groups had significant differenc(eP<0.05); That of the teachers of≥45 ages group was highest and that of the teachers of≤34 ages group was lowest.
4 The quality of life was significant difference in gender(P<0.05);The females’was higher than that of the males’. The positive coping was positively correlated with it,and other factors were negatively correlated. By analysis of Logistic regression , the total score of fatigue and negative coping were risk factors ,the vaule of OR were 1.018,1.073, respectively. Positive coping was protective factor,with the value of OR being 0.904.
5 The teachers consided that the most pressing issue was low wages. Secondly, government sector and School Principalship would care for their work and life. Heavy workload was not the outstanding issue.
6 According to the results of Logistic regression analysis, combined logical reasoning , expertise and stress theory, we did multi-dimensional Path analysis among each variables. Results of Path analysis showed that among all factors we explored,occupational burden and fatigue play important role with effect value of 0.325 and 0.161,respectively. Positive coping and negative coping were main fators subsequently with effect value of 0.083 and 0.078,respectively. Positive coping and negative coping can affect quality of life and fatigue by direct influence and intermediate impact with effect value of -0.401and 0.371,respectively. The overall effect of occupational burden on quality of life is greater than on the fatigue.
Conclusions:
1. 40%of the full-time teachers in the secondary health school of Henan Province were in fatigue condition. The occurring rate of fatigue status in male teachers was significantly higher than female teachers.That of the middle aged teachers and the teachers who had>10 classes per week was higher than others. The major risk factors included negative coping,work stress and low wages .
2 Positive coping strategies were used more often than negative coping when they faced the stressor; The scores of positive coping was higher than that of negative coping. The quality of life was positively correlated with positive coping and negative coping、occupational burden and fatigue were all negatively correlated with it.
了解河南省普通中等专业卫生学校(中专卫校)专职教师这一职业人群的总体疲劳状况;探讨疲劳与工作负荷、应对方式之间多维度的关系;根据分析结果提出相应的护理干预措施,为改善教师健康提供理论依据。
对象与方法:
采用随机整群抽样的方法,抽取六所中专卫校的全体专职教师为研究对象,以定量和定性相结合的调查方法收集资料。调查内容包括:①个人基本情况,主要包括:性别、年龄、民族、婚姻、文化程度、所授课程、个人收入等;②疲劳及其相关因素的量化测定:用《中等职业学校教师职业压力问卷》、《WHO-5生活质量问卷》、《疲劳评定量表(FAI)》、《特质应对方式问卷》进行疲劳及其影响因素的量化测定;③对工作中期待解决的问题进行排序;④对各校的专职教师及主管副校长进行访谈。问卷采用无记名方式,知情同意,严格质量控制,共发放调查问卷473份,收回问卷438份,剔除未完成部分问卷,收回问卷434份,有效回收率为92%,涂改、缺失项大于5%的问卷予以剔除,最终得到有效问卷370份,问卷有效率85.5%。本次研究中计量资料的调查数据用SPSS11.5录入数据建立数据库,采用t检验、方差分析、秩和检验分析相关数据,危险因素用多因素的Logistic回归模型进行分析。
结果:
(1)不同性别、不同年龄、不同周学时的教师疲劳程度存在差异。370名调查对象,男性疲劳总分(粗分)为135.009±28.821,女性疲劳总分为128.022±28.482,经t检验差异有统计学意义(P<0.05),男性的疲劳感高于女性。根据因子1疲劳程度的得分,变量数值≥4视为疲劳、<4视为不疲劳,调查对象的疲劳发生率为40%。中年教师、周学时大于10学时的教师疲劳程度高于其他专职教师。
(2)不同性别、不同年龄、不同周学时、不同学历的专职教师压力有差异。不同性别压力因子中的学生因素、自我发展和工作负荷压力差异均有统计学意义(P<0.05),三个压力维度男性压力均高于女性。按年龄分组后, 35～44岁年龄组与≤34岁年龄组和≥45岁年龄组都有差异。学生因素、自我发展、工作负荷、考试压力、自我生存压力和学校生存压力差异有统计学意义(P<0.05),35～44岁年龄组的压力程度高于其他年龄组。不同周学时职工的工作负荷压力差异有统计学意义(P<0.05),35～44岁年龄组压力大于其它组。不同文化程度之间自我生存压力差异有统计学意义(P<0.05),中专层次职工此维度压力最大,本科次之,大专最小。
(3)不同年龄组调查对象的应对情况差异有统计学意义(P<0.05)。≥45岁年龄组的积极应对的水平高于≤34岁年龄组。消极应对不同年龄组间比较差异无统计学意义。不同年龄组的应对总分差异有统计学意义(P<0.05),其中≥45岁年龄组应对能力最强,≤34岁年龄组应对能力最弱。
(4)不同性别调查对象的生活质量差异有统计学意义(P<0.05),女性的生活质量较男性高。生活质量与其影响因素的相关分析显示生活质量与积极应对呈正相关,与其余影响因素均呈负相关。Logistic回归分析压力总分、消极应对的OR值分别是1.018,1.073,说明压力总分、消极应对是职工生活质量的危险因素;积极应对的OR值为0.904,说明积极应对是职工生活质量的保护因素。
(5)调查对象认为首要解决的问题是“工资待遇低”,其次是学校领导及政府部门应“关心教师生活和工作”,“工作量大”并不是最突出的问题。(6)根据Logistic回归分析结果,结合逻辑推理、专业知识及应激理论,做各变量之间多维度关系的通径分析。结果显示生活质量、疲劳、积极应对、消极应对的决定系数(R2)分别为0.325、0.161、0.083、0.078。对生活质量、疲劳的解释效果较好。职业压力可以通过直接或间接影响生活质量和疲劳程度,职业压力对生活质量、疲劳的作用程度数值分别为-0.401、0.371,职业压力对生活质量的总作用高于对疲劳的总作用。
结论:
(1)河南省中专卫校专职教师疲劳发生率达40%。男性疲劳感高于女性,中年教师、周学时大于10学时的教师疲劳程度高于其他专职教师。疲劳的影响因素是职业压力、角色冲突、角色超载、工资待遇低。疲劳成因与工作负荷密切相关。
(2)调查对象面对应激源多采用积极应对的方式,积极应对分值大于消极应对分值。生活满意度与积极应对呈正相关,与职业压力、消极应对、疲劳呈负相关。
Objectives:
To investigate the fatigue status of the full-time teachers in the secondary health school of Henan Province and to explore the multi-dimensional correlation of fatigue, workload and the coping styles, we put forward the appropriate interventions to improve the health status of the full-time teachers in the secondary health school.
Object and Method:
This study used stratified cluster random sampling method, selecting 370 full-time teachers from six secondary health schools in Henan Province. Qualitative and quantitative methodologies was combined to collect data. There are four parts of the questinnaires. The first is about the common status of the demography including gender, age, nation and so on,the second including seondary vocational school teachers occupational stress questionnaire,fatigue assessment instrument(FAI),WHO-5 quality of life questionnaire and trait coping style questionnaire which was adopted to measure fatigue and its facrors, the third is to sort the problems that the teachers looked forward to solving and visiting the vice-presidents for teaching affairs and the full-time teachers is the last part. 473 questionnaires was sent out by secret ballot, and the objects was informed consent. Eliminating the unqualified questionnaires during 438 regained, 370 effective questionnaires was left eventually. Effective rate of the questionnaires was 85.5%. SPSS 11.5 package was conducted to entry and analyze. The data was analyzed by t-test, signed-ranks test, chi-square test and multilpie logistic regression analysis .
Results:
1 The level of the total score of fatigue have significant difference in gender,age,and the classes per week ( P < 0.05.The total score of the male teachers is 135.009±28.821, that of the female is 128.022±28.482. That of male is higher than the females’. The level of fatigue of the middle-aged teachers and the teachers who had>10 classes per week is higher than others. According to the score of first factor(level of fatigue) of FAI, if the score≥4,we regard it as fatigue; If the score <4,we regard it as non-fatigue. The rate of fatigue is 40%.
2 The level of burden had significant difference in gender,age, the class hours per week and educationcal degree. The males’level of student burden, ego development burden, workload burden were all significantly higher than that of females’( P<0.05). The level of burden of the teachers of 35-44 ages group was significantly different from the teachers of≤34 and≥45 ages group(P<0.05);the formor is higher than the latter two. The level of workload burden of different classes per week had significant difference(P<0.05);That of 35- ages group is higher than others. The level of self-preservation burden of different degree had significant difference(P<0.05); That’s of teachers graduated from specialized secondary schools was highest and the teachers from junior college was lowest.
3 There was significant difference in coping styles among different age groups(P<0.05). The level of positive coping of the teachers of≥45 ages group is higer than that’s of the teachers of≤34 ages group. There was no significant difference in negative coping among different age groups(P<0.05). The total score of coping of different age groups had significant differenc(eP<0.05); That of the teachers of≥45 ages group was highest and that of the teachers of≤34 ages group was lowest.
4 The quality of life was significant difference in gender(P<0.05);The females’was higher than that of the males’. The positive coping was positively correlated with it,and other factors were negatively correlated. By analysis of Logistic regression , the total score of fatigue and negative coping were risk factors ,the vaule of OR were 1.018,1.073, respectively. Positive coping was protective factor,with the value of OR being 0.904.
5 The teachers consided that the most pressing issue was low wages. Secondly, government sector and School Principalship would care for their work and life. Heavy workload was not the outstanding issue.
6 According to the results of Logistic regression analysis, combined logical reasoning , expertise and stress theory, we did multi-dimensional Path analysis among each variables. Results of Path analysis showed that among all factors we explored,occupational burden and fatigue play important role with effect value of 0.325 and 0.161,respectively. Positive coping and negative coping were main fators subsequently with effect value of 0.083 and 0.078,respectively. Positive coping and negative coping can affect quality of life and fatigue by direct influence and intermediate impact with effect value of -0.401and 0.371,respectively. The overall effect of occupational burden on quality of life is greater than on the fatigue.
Conclusions:
1. 40%of the full-time teachers in the secondary health school of Henan Province were in fatigue condition. The occurring rate of fatigue status in male teachers was significantly higher than female teachers.That of the middle aged teachers and the teachers who had>10 classes per week was higher than others. The major risk factors included negative coping,work stress and low wages .
2 Positive coping strategies were used more often than negative coping when they faced the stressor; The scores of positive coping was higher than that of negative coping. The quality of life was positively correlated with positive coping and negative coping、occupational burden and fatigue were all negatively correlated with it.
引文
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21韩金丽.西部地区农村与城市教师心理健康水平的比较.中国临床康复,2006,10(34):53-55.
22姜安丽.护理学基础.北京,人民卫生出版社,2005:393-395.
23 Josoph E, Schwartz, Lina Jandorf, etal. The assessment of fatigue: a new instrument. Journal of Psychosomatic Research, 1993, 37(7):753-762.
24 Morriss, RK, Wearden AJ, Mullis R. Exploring the validity of the Chalder Fatigue scale in chronic fatigue syndrome. J Psychosom Res, 1998, 45 (5):411-417.
25吉竹博改订产业疲劳.东京:劳动科学研究所出版部.1993.4.3 3-19.
26三浦蘴彦,ほか编集现代劳动卫生ハンドズック东京:劳动科学研究所出版部,1998.12.1120-1121.
27酒井一博,日本产业卫生学会产业疲劳研究会撰,自觉症「しらべ」の修订版,劳动の科学,2002,57(5):27-30.
28吴思英.主观和客观两种方法评价南充市中学教师的亚健康状态.卫生研究,2007,36(5): 603-605.
29 Okada T, Tanaka M, Kuratsune H,etal. Mechanisms underlying fatigue.BMC Neurol,2004,4(1): 14
30 Natelson BH, Weaver SA, Tseng CL, etal. Spinal fluid abnormalities in patients with chronic fatigue syndrome. Clin Diagn Lab Im-munol, 2005,12 (1):52-55.
31 Cleare AJ, Messa C, Rabiner EA, etal. Brain 5-HT1A receptor binding in chronic fatigue syndrome measured using positron emission tomography [11C] WAY-100635. Biol psy chiatry, 2005, 57(3):239-246.
32杨阿丽,王见艳.中等职业学校教师职业压力研究.沈阳师范大学学报社会科学版,2005,29 (3):29-32.
33欧爱华,郝元涛等.中老年人心理健康状况初探.贵阳医学院学报,2007,32 (2):1902 -192.
34张作记.行为医学量表手册.北京,中华医学电子音像出版社,2005,1:489.
35张作记.行为医学量表手册.北京,中华医学电子音像出版社,2005,1:255.
36教育部:2007年全国教育事业发展统计公报,2008,6,1.
37河南省教育统计提要,2007年.
38殷磊.护理学基础.北京,人民卫生出版社,3,2004:59.
39 Byrne B M.The Maslach Burnout Inventory: Testing for Factorial Validity and Invariance across Elementary Intermediate and Secondary Teachers. Journal of Occupational and Organizational Psychology, 1993,66 (3) :197-212.
40百年大计教育为本,人民网www.people.com.cn. 2009,02,02
41 Vitaliano PP, Maiuro RD, Russo J,et al. Coping profiles associated with psychiatric, physical health, work, and family problems. Health Psychology, 1990,9(3):343-376.
42由娟.丹东市区教师亚健康状况及危险因素的分析.现代预防医学,2008,35(13):2457-2458
43 Australian Education Union, Green Lighton Workload Regulation (1998), http://www.Aeufederal, org, au/IndustrIal/Ind Briefs/brief 6.html Work load. 2000-6-2.
44 Whiteside A,Hansen S, Chaudhuri A, etal.Exercise lower spain threshold in chronic fatigue syndrome pain,2004,109(3):497-499.
45 Edmonds M,Mc Guire H,Pried.etal.Exercise therapy for chronic fatigue syndrome.Cochrane Database Syst Rev, 2004(3):CD003200.
46吴袁剑云.护理结局分类.北京,北京大学医学出版社,1,2006.
47吴袁剑云.护理诊断、结局与措施.北京,北京大学医学出版社,1,2010.
48吴袁剑云.护理措施分类.北京,北京大学医学出版社,1,2009.
1 Cooper C L, Occupational stress among international interpreters.J Occup Med, 1993, 25:889.
2 Thoits R A. Dimension of life events that influence psy chological distress.In HB, Kaplan(ed): Psychosocial stress.listed, New York, Academic Press, 1983:33-104.
3刘克俭.职业心理学.中国医药科技出版社,北京,2005,1,188-189.
4 Libbus K.Baker JL, Osgood JM, etal.Persistent fatigue in well women. Women-Health,1995, 23 (1): 57-72.
5 Satio K. Measurement of fatigue in industries. Ind-Health, 1999,37 (2):225-248.
6辞海编辑委员会:辞海(编印本)上海辞书出版社1980:178.
7 Aaronson L, Teel C ,Cassmeyer V ,etal .Defining and measuring fatigue. The journal of Nursing Scholarship, 1999,31 (1):45-50.
8徐惟诚.大不列颠百科全书.中国大不列颠百科全书出版社,北京,1999,1 (6):234.
9吴秀云.护理人员工作满意度、工作负荷与压力自我评价及其影响因素.解放军护理杂志,2007,24(12B):17-19.
10吴秀云.医护人员工作负荷、工作满意度及人力配置认知的比较分析.解放军护理杂志2008,25(3A):22-24.
11魏雪义.教师生存状态调查. http:// 61.177.60.228 / jswy /xlzx/js-h_jsscztdc,htm,2004-9-7.
12国研网,特别关注:中国教师生存状态扫描, http:// www. drcnet. com. cn. /DRCN et. Channel. Web/Sub ject/ sc 2006 _index. asp. 2005-9-9.
13 Feng, D.M. China's Curriculum Reform: Progress and Problems , Planning and Changing: An Educational Leadership & Policy Journal.2006,37(1-2).
14 Estelle Morris School Standerds and Teacher Workload.http //www.Teachemet. guv.uk/docbank/index.cfm? id=1380,2002,-03-22.
15 School Teachers, Review Body (STRB). Special Review of Approaches to Reducing Teacher Workload.Norwich: the Stationery Office Limited, May 2002.
16李志鸿,任旭明.中学教师的工作压力、教学效能感与工作倦怠的关系研究.中国健康心理学杂志,2008,16 (2):215-216.
17杨阿丽,王见艳.中等职业学校教师职业压力研究.沈阳师范大学报,2005,29(3):29-32.
18李梦霞.某省六所普通高校青年教师的职业倦怠现状.中华劳动卫生职业病杂志,2008,26 (6):365-363.
19 Strike PC, Steptoe A,Depression,stress,and the heart. Heart 2002,88 :4414.
20党卫民.工作环境次声特征及其对工作人员的影响.中华劳动卫生职业病杂志,2008,26 (12) :711-714.
21唐志文,梁振福.船舶次声环境对船员和动物听觉功能的影响.中华航海医学与高气压医学杂志,2004,11:152-154.
22刘克俭,王汉荣.养路工行为类型及述情障碍的调查研究.职业与健康,2004,20(12):l-3.
23刘富强,养路工主观疲劳与心电图异常的关系研究,环境与职业医学,2008,25(5):465-467.
24康卫勇,袁修干.瞳孔的变化与脑力负荷关系的试验分析.航天医学与医学工程,2007,20(5):562-563,663.
25李津强,胡文东. 24h睡眠剥夺后作业效率与心率变异性的变化.现代生物医学进展,2008,8(6):1105-1107.
26 Zhan Hao. Effects of sleep deprivation and fatigue during sustained military flight operations on performance and current countermeasures, Chinese Joumal of Aerospace Medicine ,2002,13 (4):263-266.
27 Hu Wen-Dong, Ma Jin , HAN Wen-Qiang.prevention and monitoring maana of flying fatigue, Chinese Joumal of clinical Rehabilitation 2004,8 (3):542-543.
28 Caldwell JL, Gilreath SR .Work and sleep hours of USA Army aviation personnel working reverse cycle.MilMed, 2001,166(2):159-166.
29侯伟,李永鑫.法官工作倦怠情况及其相关因素.中国心理卫生杂志,2007,21(11):787-789.
30黄小波,李宗信等.慢性疲劳综合征患者疲劳程度与生活质量的相关性研究.中国行为医学科学,2006,15(8):687.
31周英,尤黎明等.产生亚健康状态的原因与应对措施.中国健康教育,2002,18 (11):714-715.
32王治明,兰亚佳.教师职业紧张研究.现代预防医学,2002,29(2):921-131.
33殷磊.学校文化建设与护理教师专业发展.中华护理教育,2005,2(2):72-75.
34 Marks HM, Printy SM. Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 2003, 39 (3):370-390.
35 Brage S. Chronic fatigue has high,but mainly hidden,cost. Evidence-based Health care,2003;7(4):196-197.
36 Ward AM,Jones A,Philips DIW. Stress,disease and joinedrp,science.Qjm,2003,96:463-464.
37 Rolland JS: Families,Illness,and Disability: An Integrative Treatment Model New york: Basic Books,1994.
38吴春薇,刘占东.3种疲劳量表对脑梗死患者疲劳状况的综合评价.中国康复理论与实践,2009,15(5):458-460.
39刘艳.运动员不同训练阶段血液成分指标变化及运动性疲劳的中医症候表现.山东医药,2008,48(35):51-52.
40陈伟,边旭丽.国家皮划艇队运动员大赛前后生理和生化指标变化初探.四川体育科学,2007,1:31-33.
41吴思英.主观和客观两种方法评价南充市中学教师的亚健康状态.卫生研究,2007,36(5):603-605.
42 Okada T, Tanaka M, Kuratsune H,etal. Mechanisms underlying fatigue.BMC Neurol, 2004,4(1):14.
43 Natelson B H, Weaver SA, Tseng CL, etal. Spinal fluid abnormalities in patients with chronic fatigue syndrome. Clin Diagn Lab Im-munol, 2005, 12(1):52-55.
44 Cleare AJ, Messa C, Rabiner EA, etal. Brain 5-HT1A receptor binding in chronic fatigue syndrome measured using position emission tomography WAY-100635. Biol Psychiatry, 2005, 57(3):239-246.
45吴思英,王绵珍.职业紧张对中学教师亚健康状态的影响.郑州大学学报(医学版),2007,42(6):1069-1072.
46 Julia B, Beverley F. The Measurement of Self-Concept in Children with Complex Needs, Emotional and Behavioral Difficulties, 2004,9(2):131-139.
47 Haines LC,Saidi G,Cooke RWI.A postal survey of severe fatigue in a primary care setting .Archives of Disease in Child- Hood, 2004.
48 Chalder T, Goodman R, Wessely, S , etal. The epidemiology of chronic fatigue syndrome and self reported“ME”in 5-15 year olds: a cross sectional study. BMJ, 2003: 327.
49 Barker-Collo S, Feigin VI, Dudley M.Post stroke fatigue-where is the evidence to guide practice?.N Z Med J,2007,120(1264):2780.
50尹小琳.中学教师心理疲劳及其影响因素研究.硕士学位论文,重庆,西南师范大学,2007:1-2.
51来锦,胡桂才.不同职业群体的血液流变性调查分析.中国微循环,2007,11(1):55-75.
52姚韧敏,丘明义.香港地区慢性疲劳综合征的初步调查与中医病机探讨.中西医结合学报,2005,3(5):359-360.
53贺春生,范兴华.工作特征对高校辅导员职业倦怠的影响.中国临床心理学杂志,2007,15(5):514-515.
54熊毅.“半工半读”中教师职业压力研究.中国职业技术教育,2008,9(318):29-30.
55吴真,周明星.中等职业学校“双师型”教师心理健康状况调查研究.职业教育研究,2005,2:43-44.
56吴真.中等职业学校教师心理健康及工作压力状况调查研究.中国职业技术教育,2005,6(201):25-27.
57杨阿丽,王见艳.中等职业学校教师职业压力研究.沈阳师范大学学报(社会科学版),2005,29(3):29-32.
58尹景载.疏经通督推拿治疗慢性疲劳综合征的疗效及免疫机理研究.博士学位论文,南京中医药大学,2009 :1-5.
59姚韧敏.慢性疲劳综合征的中医理论和临床研究.博士学位论文,湖北中医学院,2005:25-27.
2刘克俭.职业心理学.中国医药科技出版社.北京,2005,1,143-189.
3辞海编辑委员会:辞海(编印本)上海辞书出版社,上海,1980:178.
4中国社会科学院语言研究所词典编辑室.现代汉语词典修订本.北京,商务印书馆,1996:966.
5中国大百科全书心理学.中国大百科全书编辑委员会.中国大百科全书出版社,北京,1991:231.
6阿瑟S雷伯著,李伯黍等译.心理学词典.上海译文出版社,上海,1996:309.
7徐惟诚.大不列颠百科全书.中国大不列颠百科全书出版社,北京,1999,1版.(6):234.
8刘克俭.职业心理学.中国医药科技出版社,北京,2005,1,189.
9叶倩妏.工作负荷、工作家庭冲突与工作满意度之关联研究.硕士学位论文,台湾,中央大学人力资源管理研究所:6-14.
10殷磊.护理学基础.北京,人民卫生出版社.2004:36.
11姜安丽.护理学基础.北京,人民卫生出版社.2005:310.
12 Cooper C L , Occupational stress among international interperters . J Occup Med, 1993, 25:889.
13 Thoits R A.Dimension of lifeevents that influencepsy chological distress.In HB, Kaplaned: Psychosocial stress.1isted, New York, Academic Press, 1983:33-104.
14尹小琳.中学教师心理疲劳及其影响因素研究.硕士学位论文,重庆,西南师范大学,2007:1-2.
15侯伟,李永鑫.法官工作倦怠情况及其相关因素.中国心理卫生杂志,2007,21(11):787-789.
16禹玉兰.澳门公务员工作压力现状及影响因素的研究.中国健康心理学杂志2007,15(5):
451-453.
17刘盯,卢宁.中学教师A型行为与疲劳及主观幸福感关系的研究.预防医学情报杂志,2005,21 (5):517-519.
18罗艳.农村教师职业紧张与健康的关系研究.四川大学,劳动卫生与环境卫生学专业,2007,硕士学位论文.
19李源,李琼.中等职业学校教师的职业怠倦的调查研究.理论经纬,2008,4:15-17.
20 Van Middendorp H, Geenen R, Kuis W, etal. Psychological adjustment of adolescent girls with chronic fatigue syndrome. Pediatrics, 2001, 107(3): E35-44.
21韩金丽.西部地区农村与城市教师心理健康水平的比较.中国临床康复,2006,10(34):53-55.
22姜安丽.护理学基础.北京,人民卫生出版社,2005:393-395.
23 Josoph E, Schwartz, Lina Jandorf, etal. The assessment of fatigue: a new instrument. Journal of Psychosomatic Research, 1993, 37(7):753-762.
24 Morriss, RK, Wearden AJ, Mullis R. Exploring the validity of the Chalder Fatigue scale in chronic fatigue syndrome. J Psychosom Res, 1998, 45 (5):411-417.
25吉竹博改订产业疲劳.东京:劳动科学研究所出版部.1993.4.3 3-19.
26三浦蘴彦,ほか编集现代劳动卫生ハンドズック东京:劳动科学研究所出版部,1998.12.1120-1121.
27酒井一博,日本产业卫生学会产业疲劳研究会撰,自觉症「しらべ」の修订版,劳动の科学,2002,57(5):27-30.
28吴思英.主观和客观两种方法评价南充市中学教师的亚健康状态.卫生研究,2007,36(5): 603-605.
29 Okada T, Tanaka M, Kuratsune H,etal. Mechanisms underlying fatigue.BMC Neurol,2004,4(1): 14
30 Natelson BH, Weaver SA, Tseng CL, etal. Spinal fluid abnormalities in patients with chronic fatigue syndrome. Clin Diagn Lab Im-munol, 2005,12 (1):52-55.
31 Cleare AJ, Messa C, Rabiner EA, etal. Brain 5-HT1A receptor binding in chronic fatigue syndrome measured using positron emission tomography [11C] WAY-100635. Biol psy chiatry, 2005, 57(3):239-246.
32杨阿丽,王见艳.中等职业学校教师职业压力研究.沈阳师范大学学报社会科学版,2005,29 (3):29-32.
33欧爱华,郝元涛等.中老年人心理健康状况初探.贵阳医学院学报,2007,32 (2):1902 -192.
34张作记.行为医学量表手册.北京,中华医学电子音像出版社,2005,1:489.
35张作记.行为医学量表手册.北京,中华医学电子音像出版社,2005,1:255.
36教育部:2007年全国教育事业发展统计公报,2008,6,1.
37河南省教育统计提要,2007年.
38殷磊.护理学基础.北京,人民卫生出版社,3,2004:59.
39 Byrne B M.The Maslach Burnout Inventory: Testing for Factorial Validity and Invariance across Elementary Intermediate and Secondary Teachers. Journal of Occupational and Organizational Psychology, 1993,66 (3) :197-212.
40百年大计教育为本,人民网www.people.com.cn. 2009,02,02
41 Vitaliano PP, Maiuro RD, Russo J,et al. Coping profiles associated with psychiatric, physical health, work, and family problems. Health Psychology, 1990,9(3):343-376.
42由娟.丹东市区教师亚健康状况及危险因素的分析.现代预防医学,2008,35(13):2457-2458
43 Australian Education Union, Green Lighton Workload Regulation (1998), http://www.Aeufederal, org, au/IndustrIal/Ind Briefs/brief 6.html Work load. 2000-6-2.
44 Whiteside A,Hansen S, Chaudhuri A, etal.Exercise lower spain threshold in chronic fatigue syndrome pain,2004,109(3):497-499.
45 Edmonds M,Mc Guire H,Pried.etal.Exercise therapy for chronic fatigue syndrome.Cochrane Database Syst Rev, 2004(3):CD003200.
46吴袁剑云.护理结局分类.北京,北京大学医学出版社,1,2006.
47吴袁剑云.护理诊断、结局与措施.北京,北京大学医学出版社,1,2010.
48吴袁剑云.护理措施分类.北京,北京大学医学出版社,1,2009.
1 Cooper C L, Occupational stress among international interpreters.J Occup Med, 1993, 25:889.
2 Thoits R A. Dimension of life events that influence psy chological distress.In HB, Kaplan(ed): Psychosocial stress.listed, New York, Academic Press, 1983:33-104.
3刘克俭.职业心理学.中国医药科技出版社,北京,2005,1,188-189.
4 Libbus K.Baker JL, Osgood JM, etal.Persistent fatigue in well women. Women-Health,1995, 23 (1): 57-72.
5 Satio K. Measurement of fatigue in industries. Ind-Health, 1999,37 (2):225-248.
6辞海编辑委员会:辞海(编印本)上海辞书出版社1980:178.
7 Aaronson L, Teel C ,Cassmeyer V ,etal .Defining and measuring fatigue. The journal of Nursing Scholarship, 1999,31 (1):45-50.
8徐惟诚.大不列颠百科全书.中国大不列颠百科全书出版社,北京,1999,1 (6):234.
9吴秀云.护理人员工作满意度、工作负荷与压力自我评价及其影响因素.解放军护理杂志,2007,24(12B):17-19.
10吴秀云.医护人员工作负荷、工作满意度及人力配置认知的比较分析.解放军护理杂志2008,25(3A):22-24.
11魏雪义.教师生存状态调查. http:// 61.177.60.228 / jswy /xlzx/js-h_jsscztdc,htm,2004-9-7.
12国研网,特别关注:中国教师生存状态扫描, http:// www. drcnet. com. cn. /DRCN et. Channel. Web/Sub ject/ sc 2006 _index. asp. 2005-9-9.
13 Feng, D.M. China's Curriculum Reform: Progress and Problems , Planning and Changing: An Educational Leadership & Policy Journal.2006,37(1-2).
14 Estelle Morris School Standerds and Teacher Workload.http //www.Teachemet. guv.uk/docbank/index.cfm? id=1380,2002,-03-22.
15 School Teachers, Review Body (STRB). Special Review of Approaches to Reducing Teacher Workload.Norwich: the Stationery Office Limited, May 2002.
16李志鸿,任旭明.中学教师的工作压力、教学效能感与工作倦怠的关系研究.中国健康心理学杂志,2008,16 (2):215-216.
17杨阿丽,王见艳.中等职业学校教师职业压力研究.沈阳师范大学报,2005,29(3):29-32.
18李梦霞.某省六所普通高校青年教师的职业倦怠现状.中华劳动卫生职业病杂志,2008,26 (6):365-363.
19 Strike PC, Steptoe A,Depression,stress,and the heart. Heart 2002,88 :4414.
20党卫民.工作环境次声特征及其对工作人员的影响.中华劳动卫生职业病杂志,2008,26 (12) :711-714.
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