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Article: Occupational stress and teaching approaches among Chinese academics

TitleOccupational stress and teaching approaches among Chinese academics
Authors
KeywordsAcademics
Occupational stress
Teaching approaches
Issue Date2009
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp
Citation
Educational Psychology, 2009, v. 29 n. 2, p. 203-219 How to Cite?
AbstractThe primary objective of this study was to examine the predictive power of occupational stress for teaching approaches. Participants were 246 faculty members from a large university in Guangzhou in the People's Republic of China, who completed the Approaches to Teaching Inventory, four scales from the Occupational Stress Inventory-Revised (assessing role overload, role insufficiency, psychological strain, and rational/cognitive coping), and the Self-rated Ability Scale. Results suggested that after the participants' self-rated abilities were controlled for, the combination of role overload and the use of rational/cognitive coping was conducive to the conceptual-change teaching approach (both intention and strategy), and that role insufficiency negatively predicted the conceptualchange teaching strategy. Furthermore, together, rational/cognitive coping and psychological strain contributed to an information-transmission teaching strategy. The implications of these findings for university academics and for university senior managers are discussed. © 2009 Taylor & Francis.
Persistent Identifierhttp://hdl.handle.net/10722/60047
ISSN
2015 Impact Factor: 1.157
2015 SCImago Journal Rankings: 0.750
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorZhang, Len_HK
dc.date.accessioned2010-05-31T04:02:43Z-
dc.date.available2010-05-31T04:02:43Z-
dc.date.issued2009en_HK
dc.identifier.citationEducational Psychology, 2009, v. 29 n. 2, p. 203-219en_HK
dc.identifier.issn0144-3410en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60047-
dc.description.abstractThe primary objective of this study was to examine the predictive power of occupational stress for teaching approaches. Participants were 246 faculty members from a large university in Guangzhou in the People's Republic of China, who completed the Approaches to Teaching Inventory, four scales from the Occupational Stress Inventory-Revised (assessing role overload, role insufficiency, psychological strain, and rational/cognitive coping), and the Self-rated Ability Scale. Results suggested that after the participants' self-rated abilities were controlled for, the combination of role overload and the use of rational/cognitive coping was conducive to the conceptual-change teaching approach (both intention and strategy), and that role insufficiency negatively predicted the conceptualchange teaching strategy. Furthermore, together, rational/cognitive coping and psychological strain contributed to an information-transmission teaching strategy. The implications of these findings for university academics and for university senior managers are discussed. © 2009 Taylor & Francis.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.aspen_HK
dc.relation.ispartofEducational Psychologyen_HK
dc.subjectAcademicsen_HK
dc.subjectOccupational stressen_HK
dc.subjectTeaching approachesen_HK
dc.titleOccupational stress and teaching approaches among Chinese academicsen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0144-3410&volume=29&issue=2&spage=203&epage=219&date=2009&atitle=Occupational+stress+and+teaching+approaches+among+Chinese+academicsen_HK
dc.identifier.emailZhang, L: lfzhang@hkucc.hku.hken_HK
dc.identifier.authorityZhang, L=rp00988en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/01443410802707111en_HK
dc.identifier.scopuseid_2-s2.0-70449686426en_HK
dc.identifier.hkuros159663en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-70449686426&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume29en_HK
dc.identifier.issue2en_HK
dc.identifier.spage203en_HK
dc.identifier.epage219en_HK
dc.identifier.isiWOS:000264219100005-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridZhang, L=15039838600en_HK
dc.identifier.citeulike4246097-

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