The aim of the present study is to investigate the role of counselling self-efficacy, trait anxiety and cognitive flexibility in predicting job satisfaction of school counsellors. The study was conducted according to a correlational research design. The sample group consisted of 99 female and 77 male school counsellors voluntarily participating in the study. Data collection tools included the Personal Information Form, Job Satisfaction Scale, Counselor Activity Self-Efficacy Scale, Trait Anxiety Inventory and Cognitive Flexibility Inventory. The data were analysed with Pearson product-moment correlation analysis and hierarchical regression analysis. According to the research findings, the job satisfaction of school counsellors was identified to have moderate significant correlations with counselling self-efficacy, trait anxiety and cognitive flexibility. Counselling self-efficacy and trait anxiety were each concluded to be significant predictors of job satisfaction. Finally, cognitive flexibility was found not to be a significant predictor of job satisfaction. The results are interpreted and discussed in accordance with the relevant literature.

中文翻译：

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学校辅导员的工作满意度：辅导自我效能、特质焦虑和认知灵活性的作用是什么？

本研究的目的是调查辅导自我效能、特质焦虑和认知灵活性在预测学校辅导员工作满意度中的作用。该研究是根据相关研究设计进行的。样本组由自愿参加研究的99名女性和77名男性学校辅导员组成。数据收集工具包括个人信息表、工作满意度量表、辅导员活动自我效能量表、特质焦虑量表和认知灵活性量表。采用Pearson积矩相关分析和层次回归分析对数据进行分析。根据研究结果，学校辅导员的工作满意度与辅导自我效能感呈中度显着相关，特质焦虑和认知灵活性。咨询自我效能感和特质焦虑分别被认为是工作满意度的重要预测因素。最后，发现认知灵活性并不是工作满意度的重要预测指标。根据相关文献对结果进行解释和讨论。