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职业适应与特教教师职业倦怠的关系：控制感和心理资本的链式中介效应
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Abstract:
本研究基于职业生涯建构理论和工作要求–资源理论，探讨职业适应对特教教师职业倦怠的影响机制，重点考察控制感与心理资本的链式中介作用。采用职业适应量表、控制感量表、心理资本量表以及职业倦怠量表对406名特教教师展开问卷调查。结果发现，职业适应显著负向预测职业倦怠，控制感和心理资本在其中起到单独的中介作用以及链式作用；表明适应性资源作为直接抵御倦怠的核心，也可促进控制感和心理资本等资源，通过资源增益螺旋路径缓解职业倦怠。建议通过生涯指导干预与组织支持策略，系统强化特教教师的适应性资源与心理资本储备。
Objective: This study investigates the relationship between occupational adaptation and job burnout among special education teachers, focusing on the chain mediating effects of perceived control and psychological capital. Methods: A cross-sectional survey was conducted with 406 special education teachers using validated scales for occupational adaptation, job burnout, perceived control, and psychological capital. Data were analyzed using SPSS 26.0 for descriptive statistics, correlation analysis, and the PROCESS macro to test mediation effects, controlling for teaching age and social class. Results: Occupational adaptation significantly negatively predicted job burnout. Perceived control and psychological capital independently mediated this relationship, with a significant chain mediation effect. Teachers with higher occupational adaptation exhibited greater perceived control and psychological capital, which collectively reduced burnout risk. Conclusion: Occupational adaptation mitigates job burnout through enhanced perceived control and psychological capital. These findings highlight the importance of fostering adaptive resources and psychological resilience in special education settings to promote teacher well-being. Interventions targeting self-regulation strategies, workplace autonomy, and psychological capital development are recommended to address burnout in this high-stress profession.
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