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The association between occupational stress and depressive symptoms and the mediating role of psychological capital among Chinese university teachers: a cross-sectional study

机译:中国大学教师职业压力与抑郁症状的关系及心理资本的中介作用

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Background Depression is a major public health problem that affects both individuals and society. Previous studies report that university teachers are particularly susceptible to high levels of occupational stress and depressive symptoms. The aims of this study were to explore the association between occupational stress and depressive symptoms in a group of university teachers, and assess the mediating role of psychological capital between these variables. Methods A cross-sectional study was performed between November 2013 and January 2014. Teachers from six universities were randomly sampled in Shenyang. The Center for Epidemiologic Studies Depression Scale, effort-reward imbalance scale, and psychological capital questionnaire (PCQ-24), as well as questions about demographic and working factors, were administered in questionnaires distributed to 1,500 university teachers. Completed questionnaires were received from 1,210 participants. Hierarchical linear regression analysis was used to examine the mediating role of psychological capital. Results In the present study, 58.9% (95% CI (Confidence Intervals): 56.1% to 61.7%) of university teachers had a CES-D score equal to or above the cut-off of 16. Both effort–reward ratio (ERR) and scores of over-commitment were positively associated with depressive symptoms, whereas psychological capital was negatively associated with depressive symptoms among university teachers. Psychological capital partially mediated the relationship between occupational stress and depressive symptoms. Conclusions Among Chinese university teachers, occupational stress may be a risk factor for depressive symptoms, whereas psychological capital might be protective against depressive symptoms. Our results suggest that college administrators could support the development of psychological capital in their staff to alleviate depressive symptoms.
机译:背景抑郁症是影响个人和社会的主要公共卫生问题。先前的研究报告指出,大学教师特别容易遭受高水平的职业压力和抑郁症状。本研究的目的是探讨一组大学教师的职业压力与抑郁症状之间的关系,并评估这些变量之间心理资本的中介作用。方法在2013年11月至2014年1月期间进行横断面研究。从沉阳市随机抽取六所大学的教师作为样本。流行病学研究中心的抑郁量表,工作量奖励失衡量表和心理资本问卷(PCQ-24)以及有关人口统计学和工作因素的问题,均以问卷形式分发给1,500名大学教师。从1,210名参与者那里收到了完整的问卷。分层线性回归分析用于检验心理资本的中介作用。结果在本研究中,有58.9%(95%CI(置信区间):56.1%至61.7%)的大学教师的CES-D得分等于或高于16的临界值。两者的努力-回报率(ERR) )和过度投入的分数与抑郁症状呈正相关,而心理资本与抑郁症状与抑郁症状呈负相关。心理资本部分地介导了职业压力与抑郁症状之间的关系。结论在中国大学教师中,职业压力可能是抑郁症状的危险因素,而心理资本可能可以预防抑郁症状。我们的结果表明,大学管理者可以支持员工心理资本的发展,以缓解抑郁症状。

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