| Status | 已發表Published |
| Impacts of attributional style and implicit theory of intelligence on job stress among teachers | |
Tao, V.Y. K. ; Lam, K.H. ; Leung, C.W.; Sun, C.I.
| |
| 2015-07-01 | |
| Source Publication | Conference Program Book
 |
| Pages | 36-36 |
| Abstract | To gain a better understanding of the cognitive causes of teachers’ job stress and satisfaction in the school setting, the roles of teachers’ implicit theory of intelligence and their attribution to students’ academic performance on teachers’ job stress were examined in the current study. There were over 290 teachers of secondary and primary schools participated in the questionnaire survey. Findings showed that the positive relationship between teachers’ ability attribution to students’ academic failure and job stress was fully mediated by their entity theory of intelligence. Results suggested that teachers who attribute students’ academic failure to students’ inability are more susceptible to job stress and less satisfied with their jobs when they view intelligence as a fixed and unchangeable entity. Accordingly, interventions for stress reduction among teachers in school setting are discussed. |
| Keyword | attributional style implicit theory of intelligence stress teachers |
| URL | View the original |
| Language | 英語English |
| The Source to Article | PB_Publication |
| PUB ID | 23884 |
| Document Type | Conference paper |
| Collection | DEPARTMENT OF PSYCHOLOGY |
| Corresponding Author | Tao, V.Y. K. |
| Recommended Citation GB/T 7714 | Tao, V.Y. K.,Lam, K.H.,Leung, C.W.,et al. Impacts of attributional style and implicit theory of intelligence on job stress among teachers[C], 2015, 36-36. |
| APA | Tao, V.Y. K.., Lam, K.H.., Leung, C.W.., & Sun, C.I. (2015). Impacts of attributional style and implicit theory of intelligence on job stress among teachers. Conference Program Book, 36-36. |
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