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dc.contributor.author陳瑋婷zh_tw
dc.contributor.authorWei-TingChenen_US
dc.date.accessioned2014-10-27T15:10:35Z-
dc.date.available2014-10-27T15:10:35Z-
dc.date.issued2011-12-??zh_TW
dc.identifierA2D687B9-2359-4325-20B0-E3B0F277B33Bzh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw//handle/77345300/11358-
dc.description.abstract為了解國內學前至高中職階段教師工作壓力與因應策略之相關性,本研究針對79篇研究報告及31,565位研究對象進行後設分析。結果發現教師工作壓力與因應策略之加權平均效應量為.04,具有正相關及低效應量。經同質性考驗後發現,效應量間的變異係受到研究年代變項、任教階段變項及擔任職務變項等變項的調節作用。除此之外,本研究尚無法確認效應量選取類型變項是否具調節作用。zh_tw
dc.description.abstractTo understand the relationship between job stress and coping strategies of kindergarten to high school teachers, a meta analysis of 79 research studies with a combined sample of 31,565 participants was conducted. Results indicated a small but positive correlation between teachers' job stress and coping strategies, with a weighted effect size of 0.04. Test of homogeneity was rejected, indicating significant variation among effect size and the moderating effects of the year of the study's publication, stage of teacher's career, and the type of teacher's position. However, the selective influence of moderating effects cannot be confinneden_US
dc.language中文zh_TW
dc.publisher國立臺灣師範大學教育心理學系zh_tw
dc.publisherDepartment of Educational Psychology, NTNUen_US
dc.relation43(2),439-455zh_TW
dc.relation.ispartof教育心理學報zh_tw
dc.subject.other工作壓力zh_tw
dc.subject.other因應策略zh_tw
dc.subject.other後設分析zh_tw
dc.subject.other教師zh_tw
dc.subject.othercoping strategiesen_US
dc.subject.othereducatorsen_US
dc.subject.otherjob stressen_US
dc.subject.othermeta-analysisen_US
dc.title教師工作壓力及因應策略相關性之後設分析zh-tw
dc.title.alternativeA Meta Aalysis ofThe Relationship between Job Stress and Coping Strategies ofTeacherszh_tw
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