1、0外文翻譯外文翻譯TeachingStylesOccupationalStressamongChineseUniversityFacultyMembersmaterialSource:EducationalPsychologyVol.27No.6December2007pp.823–841Auth:LifangZhangTheprimaryaimofthisresearchistoinvestigatethepredictivepowe

2、rofoccupationalstressfteachingstyleamonguniversityfacultymembers.Asampleof144facultymembersfromalargeuniversityinthePeople’sRepublicofChinaratedthemselvesonthreeabilityscalesrespondedtotheThinkingStylesinTeachingInventyt

3、ofourscalesfromtheOccupationalStressInventyRevised(roleoverloadroleinsufficiencypsychologicalstrainrationalcognitivecoping).SatisfactyreliabilityvaliditydatawereobtainedftheChineseversionofthefouroccupationalstressscales

4、.Afterselfratedabilitiesweretakenintoaccountoccupationalstressremainedasignificantpredictofteachingstyle.Astrongerfeelingofroleoverloadmefrequentuseofarationalcognitivecopingstrategywereconducivetoemployingbothcreativity

5、generatingconservativeteachingstylesastrongerfeelingofroleinsufficiencypsychologicalstrainhadanegativeimpactontheuseofcreativegeneratingteachingstyles.Theimplicationsofthisresearchfbothuniversityfacultymembersuniversitya

6、dministratsarediscussed.OccupationalStressamongSchoolTeachersInthepastfourdecadesoccupationalstresshasbeenextensivelystudiedamongschoolteachers(e.g.GuglielmiKaiserKyriacouUpadhayayMcCmickPithersKyriacouMcCmickPayneMearns

7、PeyPithersShenXuBgHerbsterAbelKagan1989).Thefindingsofthesefourstudiesareinconclusiveabouttheassociationbetweenteacherstressintellectualstyles.TheinitialstudyconductedbyHerbsteretal.(1988)didnotidentifyanysignificantrela

8、tionshipbetweenteacherstressthestylesspecifiedinKolb’s(1976)LearningStyleInventy.Areplicationofthisstudy(Abeletal.1989)foundthatteacherswithanabstractlearningstylereptedahigherlevelofstressthandidthosewithaconcretelearni

9、ngstyle.Howevernosignificantrelationshipwasidentifiedbetweenthesequentialromstyledimensionstresslevels.Inexaminingtherelationshipbetweenthefivecognitivestyles(i.e.synthesistidealistanalystrealistpragmatist)definedintheIn

10、quiryModeQuestionnaire(Harrison&Bramson1977)teacherstressKagan(1989)foundthatfourofthecognitivestyleswererelatedtoteacherstress.Fexamplethepragmatists(i.e.thosewhohaveapropensitytoevaluatesituationsintermsofsubjectivecos

11、tsbenefits)reptedsignificantlyhigherlevelsofstressregardinglackofadministrativesupptwkingwithotherteacherstaskoverload.Bothanalytics(i.e.thosewhotendtoconsidermethodplantoseekpredictabilitythroughderingofdatatoattendtosp

12、ecificdetails)realists(i.e.peoplewhotendtopointtoavailableresourcestoconsiderimmediatelycomprehensiblefacts)scedsignificantlyhigheronthetaskoverloadscale.Themostrecentstudyconcerningtherelationshipbetweenintellectualstyl

13、esteacherstresswasconductedbyBgRiding(1993).Theseauthstestedtherelationshipsofthetwocognitivestyledimensions(i.e.wholist–analyticverbal–imagery)putfwardbyRiding(1991)toboththeoverallstresslevelfourspecificareasofjobstres

14、s:pupilmisbehaviourpowkingconditionspostaffrelationstimepressure.Whereasnosignificantrelationshipwasfoundbetweenoverallstresslevelthewholist–analyticstyledimensionasignificantageinteractionwasobtainedintheverbal–imagerys

15、tyledimension.Intheyoungergrouphigherlevelsofstresswerereptedbytheverbaliserswhereasintheoldergrouphigherstresslevelswerereptedbytheimagers.Asregardsthefourspecificareasofoccupationalstress:teachersclassifiedasanalyticsr