高校教研关系的主观认知与职业压力

IF 1.5 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie Pub Date : 2018-07-01 DOI:10.1026/0049-8637/A000194

Martin Daumiller, M. Dresel

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引用次数: 10

摘要

摘要研究与教学的二元性是大学制度的基础;然而，它通常是有压力的。一项针对819名大学学者的研究表明，主观上对教研关系的看法很重要。这些观点可以在感知整合(例如;，研究是教学的一部分)和感知协同(例如:(研究丰富教学)。结构方程模型显示，只有感知协同效应与职业压力降低有关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Subjective Perceptions of the Teaching–Research Nexus and Occupational Stress at Universities

Abstract. The duality of research and teaching is fundamental for university systems; however, it is often experienced as stressful. A study with 819 university scholars indicated the importance of subjective perceptions of the teaching–research nexus. Such views could be differentiated in perceived integration (e. g., research is part of teaching) and perceived synergy (e. g., research enriches teaching). Structural equation modeling showed that only perceived synergy was associated with reduced occupational stress.

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