Psychological Capital and Occupational Well-Being: Mediating Effects of Work Engagement Among Chinese Special Education Teachers

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 Educ...

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Detalles Bibliográficos
Autores principales: Guo, Qiang, Wang, Yongli, Liu, Qiaoyun, Wang, Tingzhao, Zhang, Lei, Huang, Zhijun, Cao, Shuqin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9037321/
https://www.ncbi.nlm.nih.gov/pubmed/35478764
http://dx.doi.org/10.3389/fpsyg.2022.847882
Descripción
Sumario: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.

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