心理學(xué)畢業(yè)論文外文翻譯--大學(xué)生學(xué)習(xí)倦怠的研究

1、<p><b>　　中文4697字</b></p><p>　　Study on College Students’ Learning Burnout</p><p>　　出處：Asian Social Science, Vol. 6, No. 3，2010</p><p>　　When students have no intere

2、sts or lack in enthusiasms for the learning but can not but do it, they will be sick of the learning, and feel tired in body and mind, that state is called as the learning burnout(Yang,2005,P.54-58).Generally,the learnin

3、g burnout has following characteristics. (1) Exhausted emotion. For this characteristic, students generally lack in enthusiasms in their learning, and they feel exhausted, nervous, and frustrated, and they can not centra

4、lize their attentions on the lea</p><p>　　In recent years, many surveys about college students showed that the phenomenon of learning burnout in college students was serious. For example, Zhang Shu et al’s s

5、urvey about 438 college students in Inner Mongolia Municipality indicated that college students' level of learning burnout was higher (Zhang, 2009, P.140-142); Li Weiwei et al's survey about 340 college students

6、also showed that quiet part of colleges students had learning burnout (Li, 2007, P.19-21).College students assume the burde</p><p>　　Bad social style and culture are the important exterior causes of college

7、students’ learning burnout.College is not a closed place all along, and the opening characteristic of college students’ idea also makes the social style and culture to continually impact the campus culture and college st

8、udents’ consciousness.China is in the transformation term of the society,and various passive ideas and concepts are strongly impacting college students’ immature mentality.The practicality, the money worshi</p>&l

9、t;p>　　With the popularization of higher education, college students assume unprecedented employment pressure. In 2008, the amount of college graduates in China achieved 5.6 million, and this number achieved 6.1 millio

10、n in 2009, and this number will achieve 6.3 million in 2010. With unemployed graduated in past years, college students will be large employment group every year. But the actuality that the supply exceeds the demand will

11、make them very difficult to find an ideal work, and even they can be </p><p>　　One abuse of the higher education in China is to emphasize the theory but ignore the practice. The course setting has not emphas

12、ized the actual demand of the society and college students, but too much theoretical courses, without practical courses. In teachers’ teaching, they also only pay attention to the teaching of theoretical knowledge, but i

13、gnore the practices, so many students have low cognition to their learned knowledge. One survey showed that only 5.52% of college students thought that </p><p>　　College students’ learning burnout is closely

14、 related with their self-efficiency feeling and self-attribution. Some college students had depended on family and teachers too much for a long term, with bad independence of learning, and they could not adapt the learni

15、ng mode in colleges and they failed in learning, so their self-efficiency feeling would be largely reduced. When facing learning failure, the attribution tendency is not right too. They always attributed their failures t

16、o their low abi</p><p>　　Colleges should really emphasize the practice teaching, and increase the hardware investments of the practice teaching,and perfect many establishments such as lab, computer lab, and

17、multimedia to fulfill students demand for practices. In addition, colleges should set up practice courses for students’ future employment and development, and correct the mode emphasizing the theoretical courses. At the

18、same time, college should also emphasize college students’ education of psychological health. Lovi</p><p>　　Teachers should emphasize the adopt the heuristic education and the research teaching mode to conti

19、nually enrich the teaching content, strengthen the charm of teaching process, and make students to enter into the learning and become the master of the learning. Teachers should specially pay attention to the connection

20、between theory and practice, and instruct students to study the knowledge in order to apply it by after-school activities, practice, and probations, enhance their ability to solve p</p><p>　　First, college s

21、tudents should emphasize the will training and the self-building of personality. Students should strengthen the endurance to the learning burnout. College students should establish long-range ideas, actively participate

22、in various practices, cultivate their patience and establish the confidence and decision, train their will and quality, and enhance their ability to refuse the entices in the process of overcoming difficulties. At the sa

23、me time, facing the learning burnout, colleg</p><p>　　Third, college students should properly attribute their failures. Psychologist Julian Bernard Rotter proposed the theory of control point in 1954, and he

24、 thought that the interior control was that the result was induced by individual behaviors or decided by individual stable personality; on the contrary, if the thing was induced by the factors except for the individual,

25、it was called as exterior control (Chen, 2007, P.225). Interior controllers are always inclined to attribute their learning fai</p><p>　　Fourth, college students should fully enjoy the happiness of college l

26、ife. Learning is the main rhythm of the college life,but it is not the whole of the college life, and the learning burnout is a tired state in body and mind when students engage in the learning all along and the happines

27、s in the life could effectively restrain and adjust this bad state. Therefore, students should work and rest in the learning, and after learning, they should actively participate in many recreational activities</p>

28、<p>　　Extending recent research efforts on the effects of personality and moods at work, this study examined the impact of personality traits and mood states in job burnout. Specifically, the field study examined

29、the role of 2 personality traits and positive and negative moods (states) in burnout among nurses working at 2 hospitals. Results indicate that extra-version significantly predicted the diminished accomplishment componen

30、t of burnout, and neuroticism significantly predicted the exhaustion and </p><p>　　Job burnout studies have predominantly focused on workplace conditions (e.g., job roles, supervisor behaviors, types of pati

31、ents) as antecedents to burnout (for a review, see Cordes & Doughtery, 1993). Despite calls for more investigation into individual differences that may contribute to burnout (e.g., Nagy & Davis, 1985; Savicki &am

32、p; Cooley, 1983), a review of the burnout literature indicates that the role of personality differences has been ignored to a great extent. Nevertheless, not all worker</p><p>　　Extraversion</p><p

33、>　　Extraversion includes such traits as talkativeness, social poise, assertiveness, and venturesomeness (Block, 1961; Botwin & Buss, 1989; Watson & Clark, 1997). While individuals low in extraversion appear qu

34、iet or reserved, those high in extraversion are cheerful and energetic (John, 1990), possibly because they engage in more activities to overcome stressful conditions. According to Peterson (2000), the optimism frequently

35、 exhibited by extraverts "leads to desirable outcomes because it predispos</p><p>　　The Role of Personality in Job Burnout </p><p>　　The past two decades of personality research has focused

36、 on the Big Five personality dimensions (Barrick & Mount, 1991; Hurtz & Donovan, 2000), as well as positive affectivity and negative affectivity (Cooper, 2000; Judge, Erez, & Thoresen, 2000; Payne, 2000; Spec

37、tor, Zapf, Chen, & Frese, 2000; Wright & Staw, 1999). It is not surprising that a significant number of studies in stress and coping have focused on the affective traits of neuroticism and extraversion, given the

38、ir relationship with neg</p><p>　　Neuroticism</p><p>　　Neuroticism reflects feelings of distress and nervousness (George, 1989) and underlies the chronic emotional experiences of guilt and frust

39、ration (McCrae, 1991). In general, individuals higher in neuroticism possess more negative views of themselves and of others (Watson & Clark, 1984). One explanation for the effects of neuroticism is that it may incre

40、ase one's susceptibility or exposure to stimuli that generate negative emotions (Bolger & Schilling, 1991; Larsen, 1992). </p><p>　　In addition to the personality differences that employees exhibit,

41、they also exhibit different moods on the job. George and her colleagues (George, 1989, 1991; George & Brief, 1992; George & Jones, 1996) reported significant findings demonstrating that positive and negative mood

42、s of employees influence their feelings about work and their behaviors on the job. Weiss and Croparizano's (1996) review of the mood literature concluded that the effects of moods on work outcomes are consistent, pro

43、nounc</p><p>　　Moods at Work </p><p>　　Moods at work refer to pervasive generalized affective states encountered on the job (George & Brief, 1992). As such, moods have been shown to predict

44、one's impression of a situation and one's own actions (Clark & Isen, 1982). Studies have demonstrated that positive moods encourage helping behaviors (for a review, see George, 1991; George & Brief, 1992)

45、 and higher quality service (George & Bettenhausen, 1990), while negative affect is associated with increased absenteeism and turnover (Pelled & </p><p>　　Alternatively, negative moods are associated

46、 with increased self-focused attention (Pyszczynski, Hamilton, Herring, & Greenberg, 1989). Consequently, an individual experiencing frequent negative moods may blame himself or herself and perceive fewer personal ac

47、complishments when he or she fails to achieve expected successful outcomes (e.g., patients with less than full recoveries). Distancing oneself from a perceived source of stress is one type of coping used by employees (Le

48、iter, 1991). For exa</p><p>　　Personality, Moods, and Burnout </p><p>　　The distinction between neuroticism and extraversion as a trait, and positive and negative affect as a state (i.e., a mood

49、), is critical in attempting to examine the roles of personality and moods in burnout. Positive affectivity and negative affectivity (traits) represent stable personality differences in affect levels and have been discus

50、sed previously as part of the extraversion and neuroticism dimensions. Unlike affective personality differences, positive affect and negative affect as states</p><p>　　Previous research (e.g., Costa & Mc

51、Crae, 1980, 1984; Emmons & Diener, 1985) has reported a consistent relationship between personality and moods. Further, some have suggested that it is the affective nature of some personality characteristics that inf

52、luence moods at work, which in turn influence job satisfaction and other work behaviors (Weiss, Nicholas, & Daus, 1993). In the social psychology literature, it is generally accepted that at any given time, individua

53、ls higher in neuroticism are more</p><p>　　大學(xué)生學(xué)習(xí)倦怠的研究</p><p>　　當(dāng)學(xué)生對(duì)學(xué)習(xí)沒有興趣或缺乏激情的卻不得不為之的時(shí)候，就會(huì)產(chǎn)生厭煩，身心感到疲憊，這種狀態(tài)稱為學(xué)習(xí)倦怠。通常來說，學(xué)習(xí)倦怠有以下特征：（1）情緒低落。在這個(gè)特征中，學(xué)生普遍缺乏學(xué)習(xí)的熱情，他們感到很疲倦、緊張和沮喪，他們不能在學(xué)習(xí)中集中自己的注意力。學(xué)生處在極度疲

54、勞、和情感資源耗盡的情緒中,學(xué)習(xí)的熱情很低。（2）缺乏人性化。這意味著學(xué)生常用平淡、被動(dòng)、消極的態(tài)度來對(duì)待他人，他們不能相信他人，并且對(duì)他人質(zhì)疑和過度批評(píng)。攻擊行為是學(xué)習(xí)倦怠的一個(gè)極端表現(xiàn)。一方面，學(xué)生攻擊行為的增加，他們的人際摩擦也隨之增加。另一方面，他們將針對(duì)和傷害自己。（3）低成就感。學(xué)習(xí)倦怠會(huì)增加低成就感。學(xué)生會(huì)低估自己的成就，其中的一些甚至?xí)穸ㄋ麄兯龅氖隆?lt;/p><p>　　近年來，許多對(duì)大學(xué)生的

55、研究顯示，學(xué)習(xí)倦怠的現(xiàn)象很嚴(yán)重。例如,張樹（音譯）等對(duì) 438名內(nèi)蒙古自治區(qū)大學(xué)生的調(diào)查表明,大學(xué)生學(xué)習(xí)倦怠水平較高。李薇薇等對(duì)約340名學(xué)生的調(diào)查表明,有相當(dāng)一部分學(xué)生學(xué)習(xí)倦怠這一現(xiàn)象。大學(xué)生承擔(dān)國家建設(shè)的負(fù)擔(dān),而存在學(xué)習(xí)倦怠都會(huì)嚴(yán)重影響學(xué)習(xí)和學(xué)習(xí)效率的提高,同時(shí)不利于教學(xué)任務(wù)的完成,實(shí)現(xiàn)高校的教育目標(biāo)和阻礙大學(xué)生身心健康發(fā)展。大學(xué)生的學(xué)習(xí)倦怠主要來自以下原因。</p><p>　　社會(huì)風(fēng)格和文化是影響大學(xué)生學(xué)

56、習(xí)倦怠的重要的外部因素。大學(xué)一直以來都不是一個(gè)封閉的地方，大學(xué)生思想的開放特征也使社會(huì)風(fēng)格和文化持續(xù)影響高校校園文化和學(xué)生的意識(shí)。中國正處在社會(huì)的轉(zhuǎn)型期，各種被動(dòng)的思想和觀念正強(qiáng)烈影響大學(xué)生不成熟的心智。實(shí)際上，拜金主義和享樂主義都嚴(yán)重腐蝕大學(xué)生的心靈，很多大學(xué)生急功近利，他們覺得通過學(xué)習(xí)來改變他們的經(jīng)濟(jì)狀況太遙遠(yuǎn)了，所以他們排斥學(xué)習(xí)而且對(duì)學(xué)習(xí)感到厭倦。</p><p>　　隨著高等教育大眾化的,大學(xué)生承擔(dān)前所未

57、有的就業(yè)壓力。隨著高等教育大眾化的,大學(xué)生承擔(dān)前所未有的就業(yè)壓力。2008年,中國大學(xué)畢業(yè)生的數(shù)量達(dá)到了560萬,這一數(shù)字在2009年達(dá)到610萬，而且在2010年會(huì)達(dá)到630萬。與過去的幾年里與失業(yè)的畢業(yè)生一起,大學(xué)生每年都會(huì)是一個(gè)龐大的就業(yè)團(tuán)體。而現(xiàn)實(shí)供給大于需求將會(huì)使他們很難找到一份理想的工作,就算他們被錄用,薪水將少于農(nóng)民工，學(xué)習(xí)無用的想法就會(huì)快速增長,他們就會(huì)很早就想找到一份好工作,而不是努力學(xué)習(xí)。</p>&l

58、t;p>　　中國高等教育的一個(gè)不足就是強(qiáng)調(diào)理論而忽視實(shí)踐。課程的設(shè)置沒有重視社會(huì)和學(xué)生的實(shí)際需要，有過多的理論課程，而沒有實(shí)踐課程。在教師的教學(xué)過程中，他們也只專注理論知識(shí)的傳授，而忽視實(shí)踐，所以學(xué)生對(duì)他們所學(xué)的知識(shí)有很低的認(rèn)知。一項(xiàng)調(diào)查顯示，只有5.52%的學(xué)生認(rèn)為知識(shí)是有用的，但是50.68%的學(xué)生則認(rèn)為知識(shí)無用。學(xué)生覺得學(xué)到的知識(shí)沒有實(shí)用價(jià)值，這使他們在某種程度上排斥他們所學(xué)的課程，而且對(duì)自己的專業(yè)有很低的認(rèn)同感。教師的教學(xué)

59、水平也影響學(xué)生的學(xué)習(xí)，隨著高校的擴(kuò)招，教師的數(shù)量急劇增加，但是教師的整體素質(zhì)并沒有同等的增加。許多學(xué)生對(duì)教師的職業(yè)道德、個(gè)人素質(zhì)、教學(xué)方法和教學(xué)水平不滿意，而在某種程度上使他們產(chǎn)生了學(xué)習(xí)倦怠。</p><p>　　大學(xué)生學(xué)習(xí)倦怠也與學(xué)生自身的自我效能感和歸屬感密切相關(guān)。一些大學(xué)生長期以來一直過多的依賴家人和老師，不能很好的獨(dú)立學(xué)習(xí)使他們無法適應(yīng)大學(xué)的學(xué)習(xí)模式，以致在學(xué)習(xí)上體會(huì)到失敗的滋味，所以很大程度上減少了他們

60、的自我效能感。當(dāng)面對(duì)學(xué)習(xí)上的失敗，他們的歸因方式也不正確。他們總是把他們的失敗歸因于他們能力的不足，所以他們的學(xué)習(xí)熱情受到很大的傷害，他們會(huì)在學(xué)習(xí)上覺得無助。一些學(xué)生也缺乏延遲滿足的能力。他們沒有長遠(yuǎn)的眼光，只關(guān)注眼前的利益，無法在學(xué)習(xí)上控制自己，這也是學(xué)習(xí)倦怠的主觀原因。</p><p>　　高校應(yīng)該真正重視實(shí)踐教學(xué)，增加對(duì)實(shí)踐教學(xué)的硬件投資，完善諸如實(shí)驗(yàn)室、計(jì)算機(jī)室及多媒體等設(shè)施來滿足學(xué)生實(shí)踐的需要。另外，高

61、校應(yīng)為學(xué)生將來的就業(yè)和發(fā)展開設(shè)實(shí)踐課程，改變強(qiáng)調(diào)理論課程的模式。同時(shí)，高校也應(yīng)強(qiáng)調(diào)大學(xué)生心理健康的教育。熱愛學(xué)習(xí)和快樂學(xué)習(xí)是衡量大學(xué)生心理健康的一個(gè)標(biāo)準(zhǔn)。高息應(yīng)進(jìn)一步糾正學(xué)生錯(cuò)誤的學(xué)習(xí)認(rèn)知，改善他們的學(xué)習(xí)方法，增加他們的成功經(jīng)驗(yàn)，提高他們的學(xué)習(xí)動(dòng)機(jī)，并通過演講、團(tuán)體與個(gè)人心理咨詢和特殊心理健康課程來幫助他們克服學(xué)習(xí)倦怠。</p><p>　　教師應(yīng)重視啟發(fā)式教學(xué)和研究性教學(xué)模式的采用，不斷充實(shí)教學(xué)內(nèi)容，加強(qiáng)教學(xué)過

62、程的魅力，使學(xué)生融學(xué)習(xí)過程并且成為學(xué)習(xí)的主人。教師應(yīng)特別注重理論和時(shí)間之間的關(guān)系，并引導(dǎo)學(xué)生學(xué)習(xí)知識(shí)，通過課外活動(dòng)、實(shí)踐和實(shí)習(xí)加以應(yīng)用，提高他們解決問題的能力，促進(jìn)他們在實(shí)踐中體會(huì)學(xué)習(xí)的樂趣和知識(shí)的價(jià)值。教師也應(yīng)該采取多種靈活的教學(xué)模式，創(chuàng)建教學(xué)情境，制造懸念，激發(fā)學(xué)生的好奇心和學(xué)習(xí)的熱情。</p><p>　　首先，大學(xué)生應(yīng)重視意志訓(xùn)練和人格的自我塑造。學(xué)生應(yīng)該增強(qiáng)應(yīng)對(duì)學(xué)習(xí)倦怠的耐力，樹立長遠(yuǎn)思想，積極參與各種

63、時(shí)間，培養(yǎng)耐心并建立信心與決心，訓(xùn)練意志和品質(zhì)，在克服困難的過程中增加拒絕誘惑的能力。同時(shí)，面對(duì)學(xué)習(xí)倦怠，大學(xué)生應(yīng)該用樂觀的態(tài)度勇敢的正視，善于改變不合理的認(rèn)知，通過各種方法控制情緒，并且保持良好的學(xué)習(xí)熱情。學(xué)生也應(yīng)該自覺地拒絕社會(huì)不良風(fēng)氣和文化的影響，培養(yǎng)正確的需求和興趣，建立積極的價(jià)值觀，堅(jiān)定生活信念。</p><p>　　第二，大學(xué)生應(yīng)樹立合適的學(xué)習(xí)目標(biāo)。所謂的“合適”指的是目標(biāo)水平不是太高也不是太低。過低

64、的目標(biāo)水平不能提高個(gè)人水平，而過高的目標(biāo)水平很難實(shí)現(xiàn)，當(dāng)個(gè)體失敗后，學(xué)習(xí)熱情會(huì)受到打擊。所以，基于對(duì)現(xiàn)有的知識(shí)和能力的分析，大學(xué)生應(yīng)該樹立屬于自己的既高于已有水平但能被完成的學(xué)習(xí)目標(biāo)。面對(duì)這樣的學(xué)習(xí)目標(biāo)，個(gè)人不會(huì)退縮，目標(biāo)的實(shí)現(xiàn)也會(huì)激發(fā)學(xué)著有效解決學(xué)習(xí)倦怠的熱情。</p><p>　　第三，大學(xué)生應(yīng)該對(duì)其失敗進(jìn)行正確歸因。心理學(xué)家Julian Bernard Rotter在1954年提出了控制點(diǎn)理論，他認(rèn)為內(nèi)部控

65、制是由個(gè)體行為引誘或者個(gè)體穩(wěn)定個(gè)性決定的結(jié)果；相反，如果事情是由個(gè)體之外的因素引起的，就稱之為外部控制。內(nèi)部控制者總是傾向于把他們的學(xué)習(xí)失敗歸結(jié)于學(xué)習(xí)能力和努力的不足，他們的學(xué)習(xí)動(dòng)機(jī)更強(qiáng)。但是外部控制者總是傾向于把學(xué)習(xí)失敗歸因于運(yùn)氣、學(xué)習(xí)任務(wù)和其他外部因素，他們覺得是那些外部因素使學(xué)習(xí)不能得到改善和提高，他們甚至把失敗歸結(jié)于內(nèi)部因素，認(rèn)為它們只會(huì)增加太多壓力。所以，當(dāng)面對(duì)學(xué)習(xí)失敗，大學(xué)生應(yīng)該做出客觀正確的歸因，他們不僅要在自己身上找原因

66、，也要看看客觀因素的影響，并且在內(nèi)因和外因之間找到一個(gè)平衡點(diǎn)，對(duì)學(xué)習(xí)失敗形成正確的認(rèn)知，有效降低學(xué)習(xí)倦怠的水平。</p><p>　　第四，大學(xué)生應(yīng)充分享受大學(xué)生活的快樂。學(xué)習(xí)是大學(xué)生活的主旋律，但它不是全部的大學(xué)生活，學(xué)習(xí)倦怠是身心的一種疲倦狀態(tài)，當(dāng)學(xué)生全身心的投入學(xué)習(xí)和享受生活的美好，這種不好的狀態(tài)能得到抑制。因此，學(xué)生應(yīng)該學(xué)會(huì)在學(xué)習(xí)中休息，學(xué)習(xí)過后積極參與多種娛樂活動(dòng)，發(fā)展廣泛的興趣，享受生活的樂趣和休閑，

67、促進(jìn)注意力適當(dāng)?shù)霓D(zhuǎn)移，只要處理得當(dāng)，就能有效的放松身心，調(diào)整大腦緊張的狀態(tài)，降低學(xué)習(xí)倦怠的水平。</p><p>　　本研究是在近代的研究成果上加以延伸的，已有的研究探索了人格和心態(tài)對(duì)工作的影響，本研究將人格因素和心理狀態(tài)對(duì)職業(yè)倦怠的影響進(jìn)行檢驗(yàn)。尤其是，對(duì)在兩個(gè)醫(yī)院工作的護(hù)士進(jìn)行了實(shí)證研究，檢驗(yàn)兩種人格特質(zhì)，積極和消極的心理狀態(tài)對(duì)倦怠的影響。結(jié)果顯示了外部結(jié)果很大程度地預(yù)示了削弱了完整性的倦怠，并且精神方面很大

68、程度地預(yù)示了消耗和去個(gè)性化因素。因此，結(jié)果顯示人.格維度預(yù)示了很明顯的倦怠因素影響。然后，積極的心態(tài)協(xié)調(diào)了外向人格與成就之間的關(guān)系，然而消極的心態(tài)會(huì)部分地協(xié)調(diào)精神與疲憊的關(guān)系。因此，心態(tài)顯示了直接和間接的影響。量化研究也提供了管理方法和建議。</p><p>　　職業(yè)倦怠一直主要地關(guān)注工作環(huán)境作為倦怠的主要因素。盡管還需要調(diào)查個(gè)人差異對(duì)倦怠可能造成的影響，對(duì)倦怠文獻(xiàn)的回顧顯示人格的差異已經(jīng)在很大程度上不重要了。然

69、而，不是在同一環(huán)境中工作的工人都會(huì)報(bào)告倦怠，研究者繼續(xù)提供了理論的框架，對(duì)文獻(xiàn)概念上的回顧，還有很好的證據(jù)證明個(gè)人的差異對(duì)工作成果的重要性。因此，將來報(bào)告倦怠的個(gè)體差異的影響研究需要驗(yàn)證。在本研究中，我們驗(yàn)證了兩種個(gè)體差異：影響性的人格和心理狀態(tài)。</p><p><b>　　外向性</b></p><p>　　外向性包括愛說話、社會(huì)風(fēng)度、自信和冒險(xiǎn)精神。低外向性的個(gè)

70、人顯示出安靜或冷淡，而那些高外向性的人則開朗、精力充沛，可能是因?yàn)樗麄儠?huì)從事更多活動(dòng)來克服壓力。據(jù)彼得森（2000）的研究，樂觀的人經(jīng)常顯示出“使語氣結(jié)果更加令人滿意，因?yàn)樗蛴趯⒕唧w行為適應(yīng)具體情境”。適應(yīng)能力能部分解釋正在工作的大學(xué)生中樂觀和倦怠的積極正相關(guān)。一項(xiàng)研究表明，工作的人如果有較高的積極情感作用（一種外向性的主要成分）將會(huì)體驗(yàn)到較少的倦怠。</p><p>　　職業(yè)倦怠里的人格角色</p&g

71、t;<p>　　在過去的20年里，人格的研究關(guān)注大五人格維度和積極及消極的情感作用。這樣就對(duì)有相當(dāng)數(shù)量的關(guān)于壓力和競爭的研究會(huì)關(guān)注在神經(jīng)質(zhì)和外向性的情感特質(zhì)不足為奇了，分別給積極和消極的情緒性定義關(guān)系。人格可以通過影響個(gè)體如何應(yīng)對(duì)壓力場景來影響心理健康；也就是說，通過壓力狀態(tài)下的無效競爭。外向性和神經(jīng)質(zhì)的情緒方面能刺激個(gè)體的行為，包括和倦怠相關(guān)的行為。</p><p><b>　　神經(jīng)質(zhì)&

72、lt;/b></p><p>　　神經(jīng)質(zhì)反映了不幸、緊張和內(nèi)疚及沮喪之下的慢性的情緒體驗(yàn)。一般來說，高神經(jīng)質(zhì)的個(gè)人擁有更多對(duì)自己和他人的負(fù)性看法。一個(gè)對(duì)神經(jīng)質(zhì)影響的解釋是它能增加個(gè)人的敏感性或受到生成負(fù)性情緒的刺激。除了員工展示的人格差異之外，他們同樣展示了工作中的不同情緒。喬治和他的同事報(bào)告說有重大的發(fā)現(xiàn)顯示員工的積極和消極的情緒影響他們在工作中的表現(xiàn)和行為。維斯和Croparizano對(duì)情緒文獻(xiàn)的回顧總

73、結(jié)出情緒對(duì)工作產(chǎn)出的影響是一致、明顯和復(fù)雜的。</p><p><b>　　工作時(shí)的心情</b></p><p>　　工作時(shí)的心情指的是工作中遇到的普遍的情感狀況。例如，心情被發(fā)現(xiàn)能夠預(yù)測一個(gè)人對(duì)情境和自己行為的影響。研究已經(jīng)證明，積極的心態(tài)會(huì)助長有利的行為，然而消極情感與曠工和失誤的增長有關(guān)。研究還發(fā)現(xiàn)處于積極心態(tài)的人更加樂觀，傾向于顯示更高水平的信息加工，包括不同

74、的刺激，提供更多創(chuàng)新的、多變的問題解決方式。并且還更容易獲得成功。他們提出創(chuàng)新性解決方法的高級(jí)能力可能解釋了為什么一些研究者說個(gè)體心態(tài)越積極向上，事實(shí)上他們就越成功。因此他們更可能有高的成就感。</p><p>　　另外，消極心態(tài)提高了自我關(guān)注度。結(jié)果，一個(gè)經(jīng)歷消極心態(tài)的個(gè)體可能會(huì)責(zé)怪自己，獲得更少的成就感，當(dāng)他沒有獲得預(yù)期的結(jié)果時(shí)。員工使用的一種處理壓力的方法是逃避壓力。例如，為了應(yīng)對(duì)消極心態(tài)，以為護(hù)士會(huì)減少與

75、病人呆一起的時(shí)間，因此極度縮減人際交往，使得發(fā)現(xiàn)疾病背后的個(gè)體更加困難。病人就成為另一個(gè)讓員工避免消極心態(tài)的障礙物。因此，更消極的心態(tài)更有可能加劇病人去個(gè)性化的趨勢。</p><p><b>　　人格，心態(tài)和懈怠</b></p><p>　　以神經(jīng)質(zhì)和焦慮的區(qū)別為特點(diǎn)，積極和消極的情感為狀態(tài)，這是嘗試檢驗(yàn)人格的作用和懈怠的心態(tài)的關(guān)鍵。積極情感和消極情感代表情感水平的穩(wěn)

76、定的人格差異，并且已經(jīng)被發(fā)現(xiàn)是神經(jīng)質(zhì)和焦慮的兩個(gè)維度。與情感性人格差異不同，積極和消極情感狀態(tài)顯示個(gè)體如何感受既定事物，或者特殊情境。因此，心態(tài)是一直在波動(dòng)的。然而，心態(tài)比情感性人格差異更不穩(wěn)定，“心態(tài)不是普通的瞬間經(jīng)歷，而是有一些持續(xù)性的”。進(jìn)一步說，當(dāng)一個(gè)簡單事件激發(fā)心態(tài)，一旦建立，那種心態(tài)會(huì)為其他不相干事件的產(chǎn)生提供環(huán)境，互動(dòng)和經(jīng)驗(yàn)。 </p><p>　　前人的研究已經(jīng)報(bào)告說人格和心態(tài)間有一種持續(xù)性的關(guān)

77、系。還有一些研究者認(rèn)為是一些人格的情感性特點(diǎn)影響了工作的心態(tài)，然后就影響工作滿意度和其他工作行為。社會(huì)心理學(xué)的文獻(xiàn)中普遍地支持了在任何指定時(shí)間里，個(gè)體神經(jīng)質(zhì)水平高的比低神經(jīng)質(zhì)水平的更有可能產(chǎn)生不愉快心態(tài)。相反地，有很高積極情感的個(gè)體傾向于體驗(yàn)全部的好處，能更好的參與活動(dòng)，經(jīng)歷積極的情感狀態(tài)。因此，我們期待發(fā)現(xiàn)積極心態(tài)與焦慮之間的積極關(guān)系，還有神經(jīng)質(zhì)與消極心態(tài)的關(guān)系。這種預(yù)測是離職和狀態(tài)測量之間的重要個(gè)體相關(guān)，還有一些研究者主導(dǎo)的心態(tài)誘發(fā)