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Coping with long-term innovation stress under branch-specific reforms in educationстатья
Информация о цитировании статьи получена из
Web of Science
Статья опубликована в журнале из списка Web of Science и/или Scopus
Дата последнего поиска статьи во внешних источниках: 6 мая 2019 г.
- Авторы: Kuznetsova A.S., Titova M.A.
- Журнал: International Journal of Psychology
- Том: 51
- Номер: Issue Supplement S1
- Год издания: 2016
- Издательство: Psychology Press
- Местоположение издательства: United Kingdom
- Первая страница: 761
- Последняя страница: 761
- DOI: 10.1002/ijop.12328
- Аннотация: The set of cross-sectional and longitudinal studies was aimed: (1) to describe the patterns of effective self-regulation and coping means, (2) to estimate how typical coping means correspond with organizational requirements under branch-specific innovations. The cross-sectional study was conducted in 106 college teachers with various positions and terms of employment; the longitudinal study was focused on 50 teachers. The assessment methods included: the job stress survey (JSS), the coping questionnaire (SACS), the checklist designed to get data about coping means, used during work hours. The results revealed: (1) experienced and effective teachers tend to use coping means in strict conformity with accepted organizational rules and professional norms; (2) less efficient teachers use organizationally inappropriate models of coping behavior, such as aggressive and avoidance behavior patterns. Obtained data allowed to elaborate training programs, targeted for maintaining high workability and development of effective coping behavior under long-term innovation stress.
- Добавил в систему: Титова Мария Александровна