应对方式、社会支持对高校学生管理人员职业倦怠的影响

目的 调查研究乌鲁木齐市高校学生管理人员的职业倦怠现况及影响因素,分析其与应对方式、社会支持的关联,为强化育人阵地提供理论支持。 方法 采用整群抽样的方法,抽取乌鲁木齐高校学生管理人员547人,运用职业倦怠量表、简易应对方式量表、社会支持量表调查其心理状况、应对策略及社会支持情况。 结果 高校学生管理人员职业倦怠检出率80.44%,积极应对得分(23.40±7.61)分,社会支持得分(33.20±14.77)分,年龄、工龄、学历、岗位、职务、职称、平均下班时间、每月休整日、社会支持水平、应对倾向在职业倦怠3个维度以及总分上总体差异有统计学意义(P<0.05);主观支持、积极维度、支持利用度、客观支持、社会支持得分均与职业倦怠3个维度及总分呈负相关(r=-0.946～-0.612,均P<0.001),消极维度与职业倦怠3个维度及总分呈正相关(r=0.701～0.742,均P<0.001);逐步线性回归显示工龄、学历、应对倾向、平均下班时间、岗位、职务、每月休整日、职称、社会支持水平是职业倦怠的主要影响因素(P<0.05)。 结论 高校学生管理人员的职业倦怠虽普遍存在,但其所处的社会支持情况及应对策略比较良好,应继续加大政策支持及组织关怀,优化考核内容,促进健康心态,进而保障高校育人质量及健康可持续发展。

Influence of coping style and social support on job burnoutof university student managers

Objective To investigate and study the current status of job burnout and its influencing factors among university student management staff in Urumqi, to analyze its relationship with coping style and social support, and to provide theoretical support for strengthening the education position. Methods A cluster sampling method was used to select 547 university student managers in Urumqi, and their psychological status, coping strategies, and social support were investigated by the Job Burnout Scale, Simplified Coping Style Questionnaire, and Social Support Scale. Results The detection rate of job burnout among university student administrators was 80.44%, the active response score was (23.40±7.61), and the social support score was (33.20±14.77). Age, length of service, education background, post, position, professional title, average off-duty time, monthly rest days, social support level, and coping tendency were statistically significant in the three dimensions of job burnout and the total score (all P<0.05). The scores of subjective support, positive dimensions, support utilization, Objective support and social support were all negatively correlated with the three dimensions of job burnout and the total score (r=-0.946--0.612, all P<0.001). The negative dimension was positively correlated with the three dimensions of job burnout and the total score (r=0.701-0.728, all P<0.001). Stepwise linear regression showed that length of service, education background, coping tendency, average off-duty time, post, position, monthly rest days, professional title and social support level were the main factors influencing job burnout (all P<0.05). Conclusion Although job burnout in the university student administrators is widespread, their social support and coping strategies are relatively good. It is necessary to continuously increase policy support and organizational care, optimize assessment content and promote a healthy attitude so as to ensure the quality of education and healthy and sustainabledevelopment in universities.