[Occupational mental health and job satisfaction in university teachers in Shenyang, China]
- PMID: 28355705
- DOI: 10.3760/cma.j.issn.1001-9391.2017.02.014
[Occupational mental health and job satisfaction in university teachers in Shenyang, China]
Abstract
Objective: To investigate the current status of occupational mental health and job satisfaction in university teachers in Shenyang, China and related influencing factors. Methods: A total of 1500 teachers from 6 universities in Shenyang were randomly selected as study subjects from November 2013 to January 2014. Self-administered questionnaires were used to investigate mental health, including effort-reward imbalance questionnaire, Minnesota Satisfaction Questionnaire, Center for Epidemiological Survey-Depression Scale, and Psychological Capital Questionnaire. Results: Of all teachers, 58.9% had depressive symptoms. Depressive symptoms in university teachers were negatively correlated with the scores of psychological capital, supervisory commitment, and perceived organizational support (r=-0.461, -0.306, and -0.366, all P<0.01) and were positively correlated with the score of occupational stress (r=0.414, P<0.01) . Job satisfaction was positively correlated with psychological capital, perceived organizational support, and supervisory commitment (r=0.650, 0.715, and 0.636, all P<0.01) and negatively correlated with occupational stress (r=-0.475, P<0.01) . The direct effects of occupational stress, perceived organizational support, and supervisory commitment on job satisfaction were -0.30, 0.26, and 0.14, respectively, and their indirect effects were -0.0176, 0.0656, and 0.0368, respectively. The direct effects of occupational stress, perceived organizational support, and supervisory commitment on depressive symptoms were 0.20, -0.08, and -0.05, respectively, and their indirect effects was 0.033, -0.123, and -0.069, respectively. Conclusion: Occupational mental health is closely associated with job satisfaction in university teachers in Shenyang, and psychological capital has a mediating effect on perceived organizational support, supervisory commitment, occupational stress, job satisfaction, and depressive symptoms.
目的： 了解沈阳市高校教师职业心理健康和工作满意度的现状及影响因素。 方法： 于2013年11月至2014年1月，随机抽取沈阳市6所高校的1 500名在编教师为研究对象，采用自填式问卷调查的方式进行心理健康状况调查，包括付出-回报失衡问卷、明尼苏达满意度量表、流调用抑郁自评问卷、心理资本量表等测量工具。 结果： 58.9%的高校教师存在抑郁症状；高校教师抑郁症状与心理资本、主管承诺和组织支持感呈负相关（r=-0.461、-0.306、-0.366，均P<0.01），与职业应激呈正相关（r=0.414，P<0.01）；工作满意度与心理资本、组织支持感和主管承诺呈正相关（r=0.650、0.715、0.636，均P<0.01），与职业应激呈负相关（r=-0.475，P<0.01）；职业应激、组织支持和主管承诺对工作满意度的直接效应分别为-0.30、0.26和0.14，间接效应分别为-0.017 6、0.065 6和0.036 8；职业应激、组织支持和主管承诺对抑郁症状的直接效应分别为0.20、-0.08和-0.05，间接效应分别为0.033、-0.123和-0.069。 结论： 沈阳市高校教师职业心理健康水平与工作满意度密切相关，心理资本在组织支持、主管承诺、职业应激与工作满意度和抑郁症状中起中介作用。.
Keywords: Depression; Job satisfaction; Psychological capital; University teachers.
MeSH terms
LinkOut - more resources
Full Text Sources
