Psychological Capital and Occupational Well-Being: Mediating Effects of Work Engagement Among Chinese Special Education Teachers.
absorption
dedication
occupational well-being
psychological capital
special education teachers
work engagement
Journal
Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902
Informations de publication
Date de publication:
2022
2022
Historique:
received:
03
01
2022
accepted:
25
02
2022
entrez:
28
4
2022
pubmed:
29
4
2022
medline:
29
4
2022
Statut:
epublish
Résumé
This study examines whether psychological capital (PsyCap) indirectly predicts occupational well-being among Chinese special education teachers through work engagement. In total, 615 Chinese special education teachers (female = 567) completed the Psychological Capital Questionnaire, the Special Education Teachers' Occupational Well-Being Questionnaire, and the Utrecht Work Engagement Scale. The results indicated that PsyCap was positively correlated with occupational well-being and work engagement. Furthermore, work engagement mediated the influence of PsyCap on occupational well-being. Notably, the multiple mediation model indicated that the indirect effects of PsyCap on occupational well-being were mainly due to dedication and absorption. The study's results illustrate the association between PsyCap, work engagement, and occupational well-being, which may help educational administrators and social workers assist with special education and special education teachers develop and maintain good working conditions.
Identifiants
pubmed: 35478764
doi: 10.3389/fpsyg.2022.847882
pmc: PMC9037321
doi:
Types de publication
Journal Article
Langues
eng
Pagination
847882Informations de copyright
Copyright © 2022 Guo, Wang, Liu, Wang, Zhang, Huang and Cao.
Déclaration de conflit d'intérêts
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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