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1、PsychologicalReports,2009,105,3,1-7.©PsychologicalReports2009JOBSTRESS,BURNOUT,DEPRESSIONSYMPTOMS,ANDPHYSICALHEALTHAMONGCHINESEUNIVERSITYTEACHERS1JIEZHONG,JIANINGYOU,YIQUNGAN,YIWENZHANG, AND CHANGQINLUDepartmentofPsychologyPekingUniversityHONGBOWANGLa
2、bourUnionPekingUniversitySummary.—Theaimofthepresentstudywastoinvestigatetherelationshipsamongjobstress,burnout,depression,andhealthamonguniversityteachersinChina.Usingastratifiedrandomsamplingmethod,asampleof300universityteacherscompletedtheOccupatio
3、nalStressIndicator–2(OSI–2),MaslachBurnoutInventory–GeneralSurvey(MBI–GS),BeckDepressionInventory(BDI),and36-itemShortFormHealthSurvey(SF–36).Pathanalysisshowedthatburnoutwasamediatoramongjobstress,theoccurrenceandexacerbationofdepressivesymp-toms,and
4、poorphysicalhealth.Durham(1992)definedstressasaprocessofbehavioral,emotional,mental,andphysicalreactionscausedbyprolonged,increasing,ornewpressuresthataresignificantlygreaterthantheavailabilityofcopingstrategies.Teachingisademandingprofession,sothereh
5、asbeeninter-estinteachers’jobstressatdifferentschoolsanduniversities(Leung,Siu,&Spector,2000).Forexample,highjobstresswasfoundtobecorrelatedwithpoorphysicalhealthconditions(Blix,Cruise,&Blix,1994).Apartfromphysicalhealth,someresearchershavefoundthathi
6、ghjobstresscanalsoleadtothedeteriorationofpsychologicalhealth(Travers&Cooper,1993;Sheffield,Dobbie,&Carroll,1994)andevenberelatedtodepression(Tian&Wang,2005).InChina,someresearchersfoundthatuniversityteachersareexperiencingmuchmorestressthanonedecadea
7、go(Hart,1994;Hui&Chan,1996;Gillespie,Walsh,Winefield,Dau,&Stough,2001).Theterm“burnout”doesnothavearecognizedstandarddefinition.However,mostresearchersareinconsensusaboutthethreecoredimen-sionsofjobburnout(Maslach,Schaufeli,&Michael,2001).TheMaslachBu
8、rnoutInventory–GeneralSurvey(MBI–GS;Schaufeli,Leiter,Maslach,&Jackson,1996)hasthreedimensionslabeledExhaustion,Cynicism,andReducedprofessionalefficacy.Exhaustionreferstotheexcessiveconsump-tionofanindividual’saffectiveresourcesandconcurrentlos
