Recent research has shown that lecturers are among the most stressed workers. A researcher wanted to know exactly what it was about being a lecturer that created this stress and subsequent burnout. She recruited 75 lecturers and administered several questionnaires that measured: Burnout (high score = burnt out), Perceived Control (high score = low perceived control), Coping Ability (high score = low ability to cope with stress), Stress from Teaching (high score = teaching creates a lot of stress for the person), Stress from Research (high score = research creates a lot of stress for the person), and Stress from Providing Pastoral Care (high score = providing pastoral care creates a lot of stress for the person). The outcome of interest was burnout, and Cooper’s (1988) model of stress
indicates that perceived control and coping style are important predictors of this variable. The remaining predictors were measured to see the unique contribution of different aspects of a lecturer’s work to their burnout.
How much variance in burnout does the final model explain for the sample?
A. 79.2%
B. 8.3%
C. 80.3%
D. 89.6%
Answer: C
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In the scenario "Billy's dog weighs 10 pounds while Sarah's dog weighs 8 pounds", the ratio 10/8 can be interpreted in the following ways EXCEPT:
For every 5 pounds of weight Billy's dog has, Sarah's dog has 4 pounds. Billy's dog weighs 1 1/4 times what Sarah's dog does. Sarah's dog weighs 8 out of a total of 10 dog pounds. Billy's dog makes up 5/9 of the total dog weight.
Which science curriculum design specification deals with the content of the curriculum, particularly the conceptual orientation of science disciplines?
A. coherence B. focus C. inquiry D. rigor
According to the text, rebound and airborne activities include:
a. the use of swings, bouncing boards, mattresses, and other "springy" equipment. b. the use of balls and other throwing equipment. c. many fine muscle activities. d. all of the above activities.
Low-ability cues occur when teachers
a. refuse to help needy students b. help needy students only after they fail to work successfully on their own c. elicit low-ability statements from students d. are too quick to help needy students