Analyzing the Mediating Effect of Psychological Resilience on the Relationship between COVID-19 Fear and Happiness

Abstract

Background/purpose -Psychological resilience is considered a factor that can support teachers' adaptation to rapidly changing situations such as COVID-19, and in turn help to reduce the fear they may experience. The current study aims to examine the effect of COVID-19 fear on happiness through the mediating effect of psychological resilience based on teachers' perceptions. Materials/methods -The study was designed according to the relational survey model, and was conducted with the participation of 346 teachers. Research data were collected through online surveys.The study used the Sobel, Aroian, and Goodman tests to test the significance of the effect of the mediator variables between the dependent and independent variables Results -The results of the study showed that teachers' fear of COVID-19 significantly affected their happiness level. However, it was found that fear related to COVID-19 significantly predicted resilience and teachers' resilience level had a significant effect on their happiness. Conclusion -Fear and resilience associated with COVID-19 have a significant impact on happiness. In addition, psychological resilience was found to have a mediating effect on the relationship between fear and happiness associated with COVID-19. The findings of this study will lead the other researchers to expand their studies to assess other behavioral variables, such as apathy and depression that might influence the relationship between fear of covid, resilience and happiness.

Adaptation and Psychometrics Properties of Multidimensional Teachers Resilience Scale Indonesian Version (MTRS-I)

“…This shows that the resilience that Indonesian teachers possess and manage is described more by features that demonstrate motivation, such as perseverance, positive attitudes etc. This finding is supported by previous research that states resilience is related to hope and positive attitudes (Baguri et al, 2022;Yirci et al, 2022;Zhang & Luo, 2023).…”

“…Otherwise, it had positive correlations with hope, quality of work life, enjoyment, well-being, emotion regulation, success, teacher competence, teacher self-efficacy, work engagement, and meaningful work (Abdullah et al, 2019;Baguri et al, 2022;Brouskeli et al, 2018;Daniilidou et al, 2020;Gan et al, 2022;Li & Lv, 2022;Van Wingerden & Poell, 2019;Xie, 2021). Resilience also had an impact on anxiety, psychological well-being, personal accomplishment, and happiness (Daniilidou et al, 2020;Gan et al, 2022;Yirci et al, 2022). Hence, various things are beneficial for teachers who possess resilience.…”

The Development and Evolution of Digital Leadership: A Bibliometric Mapping Approach-Based Study

“…The COVID-19 pandemic quickly unleashed not only a global health crisis but also an international economic threat. During the pandemic, when active social life was interrupted, business and industrial shutdowns imposed and enforced worldwide to prevent the spread of the virus created unique challenges for managers, employers, and employees alike [134,135]. The effects of these changes that occurred during the pandemic are believed to have survived beyond the pandemic; for example, distance education and learning, the use of digital tools in education, and open universities, which became prominent during the pandemic, are now likely to maintain their ongoing popularity [136][137][138].…”

Review on the conceptual framework of teacher resilience

“…Within the first category are the elements that have an effect on resilience. Anger (Gan et al, 2022), anxiety (Gan et al, 2022), and fear (Yirci et al, 2022) all have a detrimental impact on one's resilience. On the other hand, beneficial effects are produced by positive emotional states such as Eastern mindfulness (Kowitarttawatee and Limphaibool, 2022), Western mindfulness (Kowitarttawatee and Limphaibool, 2022), and enjoyment (Gan et al, 2022).…”

“…For instance, according to the findings (Daniilidou et al, 2020), it has a detrimental impact on both resilience and depersonalization, as well as emotional tiredness and stress. Happiness (Yirci et al, 2022), psychological wellbeing (Khammat, 2022), personal accomplishment (Daniilidou et al, 2020), self-care (Park et al, 2020), success (Li and Lv, 2022), teachers' job engagement (Xie, 2021), and resilience in children (Bouillet et al, 2014) are all favorably influenced, though.…”