RUDN Journal of Psychology and PedagogicsRUDN Journal of Psychology and PedagogicsВестник Российского университета дружбы народов. Серия: Психология и педагогика2313-16832313-1705Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)4566010.22363/2313-1683-2024-21-2-587-607LXVYCERESOURCES FOR PSYCHOLOGICAL WELL-BEING AND MENTAL HEALTH OF PERSONALITYРЕСУРСЫ ПСИХОЛОГИЧЕСКОГО БЛАГОПОЛУЧИЯ И ПСИХИЧЕСКОГО ЗДОРОВЬЯ ЛИЧНОСТИResearch ArticleConscious Self-Regulation and Life Satisfaction as Resources for Professional Engagement and Burnout Prevention in Modern TeachersОсознанная саморегуляция и удовлетворенность жизнью как ресурсы профессиональной вовлеченности и предупреждения выгорания у современного учителяhttps://orcid.org/0000-0001-5539-102756964809500P-6901-20167862-3863BondarenkoIrina N.БондаренкоИрина Николаевна

PhD in Psychology, Leading Researcher, Laboratory of Psychology of Self-Regulation

кандидат психологических наук, ведущий научный сотрудник лаборатории психологии саморегуляции

pondi@inbox.ruhttps://orcid.org/0000-0001-5097-473356528023600P-2785-20167480-4880FominaTatiana G.ФоминаТатьяна Геннадьевна

PhD in Psychology, Leading Researcher, Laboratory of Psychology of Self-Regulation

кандидат психологических наук, ведущий научный сотрудник лаборатории психологии саморегуляции

tanafomina@mail.ruhttps://orcid.org/0000-0002-7694-19456506351065J-5946-20164335-5542MorosanovaVarvara I.МоросановаВарвара Ильинична

Corresponding Member of the Russian Academy of Education, ScD in Psychology, Head of the Laboratory of Psychology of Self-Regulation

член-корреспондент Российской академии образования, доктор психологических наук, профессор, заведующая лабораторией психологии саморегуляции

morosanova@mail.ruFederal Scientific Center of Psychological and Multidisciplinary ResearchФедеральный научный центр психологических и междисциплинарных исследований15122024212VOL 21, NO2 (2024)ТОМ 21, №2 (2024)58760728082025Copyright ©; 2024, Bondarenko I.N., Fomina T.G., Morosanova V.I.Copyright ©; 2024, Бондаренко И.Н., Фомина Т.Г., Моросанова В.И.2024Bondarenko I.N., Fomina T.G., Morosanova V.I.Бондаренко И.Н., Фомина Т.Г., Моросанова В.И.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/45660

The relevance of searching for psychological resources to maintain professional engagement and prevent emotional burnout is determined by the high workload and stressful working conditions of modern teachers. The purpose of this study was (1) to identify regulatory resources of teacher involvement and (2) to consider them as a way for the teachers to be protected against burnout depending on life satisfaction and length of service. The study sample consisted of secondary-school teachers from Moscow, Moscow region and Kaluga ( N = 142, aged = 44,61±12,29; average length of service = 19,62 ± 12,73), divided into three groups: average length of service = 0-5 years ( N = 21, aged = 27,5±6,64), average length of service = 5-20 years ( N = 52; aged = 38.35 ± 8.23); and 20 and older (n = 69, aged = 54.7 ± 6.7). The diagnostic tools included: The Utrecht Work Engagement Scale (UWES) ; The Maslach Burnout Inventory (MBI) ; The Satisfaction with Life Scale (SWLS) ; and V.I. Morosanova’s Questionnaire of Self-Regulation Style of Behavior, SSMS-2020 . The authors found positive relationships between engagement and conscious self-regulation of goal achievement, satisfaction and professional performance, but negative relationships with burnout symptoms. It has been shown that the level of engagement and satisfaction do not depend on length of service, in contrast to manifestations of burnout and regulatory resources, which differ among teachers with different lengths of service. For the first time, the meta-resource role of self-regulation has been demonstrated, the development of which makes a significant contribution to all components of engagement. Teachers with different lengths of service use different regulatory resources to maintain it, depending on the meaningful tasks of their professional activity. Life satisfaction is especially important at the initial stage of work at school, while low burnout is a condition for high involvement for teachers with medium and long experience. The obtained results are discussed in the context of the resource approach, as well as practical technologies for maintaining engagement and reducing burnout in teachers.

Актуальность поиска психологических ресурсов поддержания профессиональной вовлеченности и предупреждения эмоционального выгорания определяется высокими нагрузками и стрессовыми условиями работы современных учителей. Цель исследования - выявить регуляторные ресурсы вовлеченности учителей, рассмотреть их как способ защиты от выгорания в зависимости от удовлетворенности жизнью и стажа работы. Выборку исследования составили учителя средних школ Москвы, Московской области и Калуги (n = 142 человека, возраст 44,61 ± 12,29; средний стаж педагогической деятельности - 19,62 ± 12,73), которые были разделены на три группы: стаж 0-5 лет (n = 21, возраст 27,5 ± 6,64), стаж 5-20 лет (n = 52, возраст 38,35 ± 8,23), 20 лет и старше (n = 69, возраст 54,7 ± 6,7). Для диагностики использовались: Утрехтская шкала увлеченности работой (UWES); Опросник профессионального выгорания Маслач (MBI/ПВ), Шкала удовлетворенности жизнью (SWLS) Э. Динера и др.; Опросник «Стиль саморегуляции поведения» (ССПМ-2020) В.И. Моросановой. В результате выявлены положительные взаимосвязи вовлеченности с осознанной саморегуляцией достижения целей, удовлетворенностью и профессиональными достижениями, и отрицательные - с симптомами выгорания. Показано, что уровень вовлеченности и удовлетворенности от стажа работы не зависят, в отличие от проявлений выгорания и регуляторных ресурсов, которые различаются у учителей с разным стажем. Впервые продемонстрирована метаресурсная роль саморегуляции, развитие которой вносит значимый вклад во все компоненты вовлеченности. Учителя с разным стажем работы используют специальные регуляторные ресурсы для ее поддержания. Наличие ресурсов зависит от содержательных задач профессиональной деятельности. Удовлетворенность жизнью особенно важна на начальном этапе работы в школе, в то время как низкое выгорание является условием высокой вовлеченности для учителей со средним и большим стажем. Полученные результаты обсуждаются в контексте ресурсного подхода, а также практических технологий поддержания вовлеченности и снижения выгорания у учителей.

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