Evaluating the immediate and delayed effects of psychological need thwarting of online teaching on Chinese primary and middle school teachers’ psychological well-being

Chen, I-Hua; Xiumei, Chen; Liao, Xiao-ling; Zhao, Ke-Yun; Zhi-hui, Wei; Lin, Chung‐Ying; Gamble, Jeffrey Hugh

doi:10.3389/fpsyg.2022.943449

Cited by 6 publications

(9 citation statements)

References 72 publications

(198 reference statements)

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“…There was a negative association of willingness of the teachers to continue online teaching and positive association of burnout after 2 months online teaching. 62 About 320 teachers in Jiangxi province, China experienced post-traumatic stress disorder (PTSD) in period October and November 2020 while nomophobia moderated the effects of fear of COVID-19 scale on PTSD. 63 Another study conducted from 9030 teachers related to Problematic Internet Use (PIU) of teachers during pandemic COVID-19 and demonstrated psychological distress: depression (20.4%), anxiety (26.4%), and stress (10.2%).…”

Section: Discussionmentioning

confidence: 99%

Factors Associated with Psychosocial Symptoms Experienced by Students in Response to COVID-19 Pandemic: A Multivariate Analysis

Kadir

Sunarno

Oktaviana

et al. 2023

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The COVID-19 pandemic has significantly impacted many sectors, including the education sector. After in-person school activities were suspended due to the pandemic, a number of educational institutions in Indonesia reported concerns in implementing online learning due to the institutions’ unpreparedness. This issue may potentially induce mental health disorders among students and triggers long-term stress. This study aimed to examine factors linked to the psychosocial symptoms of anxiety, stress, and depression in response to the early stage of the COVID-19 pandemic. An online cross-sectional study in Indonesia was conducted with 433 undergraduate and senior high school students aged 15 to 26 years old, both female and male. The self-reported symptoms were analyzed using both bivariate and multivariate linear regression methods. It was found that the percentage of participants with depression symptoms was 66%, while 61% and 43% participants experienced stress and anxiety respectively. The bivariate analysis presented strong correlations between anxiety and gender, learning duration and use of gadgets, internet expenses, and highly-interrupted learning. Furthermore, the multivariate regression revealed that only anxiety was significantly linked to internet expenses. This study indicates that many students are affected by COVID-19, the impacts of which manifest in psychosocial issues in the form of anxiety. We suggest that creating a supportive and positive family environment would help to alleviate some of these issues.

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Section: Discussionmentioning

confidence: 99%

Factors Associated with Psychosocial Symptoms Experienced by Students in Response to COVID-19 Pandemic: A Multivariate Analysis

Kadir

Sunarno

Oktaviana

et al. 2023

INQUIRY

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“…Although PNT was also measured in the follow-up survey, this study exclusively utilized the Time 1 data. The Time 2 data, gathered for measurement invariance in a different study ( 20 ), were not relevant or used in the present research. All other variables were assessed at both times.…”

Section: Methodsmentioning

confidence: 99%

“…Conversely, thwarting these needs leads to experiences of PNT ( 11 ) and has a more negative consequences on affect than psychological need satisfaction ( 20 , 25 , 26 ). Yet, PNT has been less explored than psychological need satisfaction ( 27 ).…”

Section: Introductionmentioning

confidence: 99%

“…Another study linked burnout with teachers’ perceptions of need thwarting ( 30 ). Some research has also explored teachers’ PNT in online teaching contexts ( 11 , 20 ). However, most studies have used variable-centered models, like structural equation modeling, with few adopting a person-centered approach.…”

Section: Introductionmentioning

confidence: 99%

“…Gilbert et al ( 37 ) also reported a strong predictive relationship between need thwarting and students’ psychological distress. Besides focusing on students, Chen et al ( 20 ) evaluated the persistent and long-term impact of PNT of online teaching on teachers’ distress.…”

Section: Introductionmentioning

confidence: 99%

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Latent profile analysis of psychological needs thwarting in Chinese school teachers: longitudinal associations with problematic smartphone use, psychological distress, and perceived administrative support

Liao,

Cao,

Gamble

et al. 2023

Front. Public Health

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IntroductionIn light of the significant impact that teachers have on education quality and student growth, their mental health warrants special attention. With the increasing popularity of Information and Communication Technology (ICT) and the rise of online teaching during the pandemic, teachers have become a group prone to developing problematic smartphone use (PSU). Psychological need thwarting (PNT) has been shown to be closely related to PSU, psychological distress, and perceived administrative support. However, most previous studies have adopted a variable-centered approach, which may overlook the possibility that the three basic needs are not closely associated and could form distinct profiles. Therefore, this study aims to apply latent profile analysis to identify different PNT profiles and their associations with PSU, psychological distress, and perceived administrative support.MethodsA longitudinal survey was conducted using convenience and purposive sampling methods. The survey involved 1,642 primary and middle school teachers working in China over a two-month interval, with the first assessment in November 2021 (Time 1) and the second in January 2022 (Time 2).ResultsThe results indicate that a three-profile model, intricately based on the PNT data gathered at Time 1, is most optimal: Class 1 is labeled as ‘High autonomy-High competence and Moderate relatedness thwarting’, Class 2 as ‘High autonomy-High competence and High relatedness thwarting’, and Class 3 as ‘Low psychological needs thwarting’. Distinct associations were observed among the three profiles concerning PSU, psychological distress, and perceived administrative support. Specifically, in terms of PSU, the score of Class 2 was higher than Class 1, with that of Class 3 being the lowest at Time 1, while at Time 2 no significant difference was found between any two of these three groups; in terms of distress, the scores of the three profiles were arranged from high to low as Class 2, 1, and 3 at both time points; and in terms of perceived administrative support, the order was just the opposite, with 3, 1, and 2 from high to low at both Time 1 and Time 2.ConclusionNotably, the consistent ranking of the three classes in terms of psychological distress and administrative support suggests a lasting influence of PNT. Future studies should explore this enduring impact further by employing additional longitudinal data sets and examining potential mediators or moderators beyond the current study’s scope.

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Psychometric evaluation of the depression, anxiety, and stress scale-21 (DASS-21) among Chinese primary and middle school teachers

Cao

Liao

Jiang³

et al. 2023

BMC Psychol

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Background Teachers in high-stress roles face increasing psychological distress such as anxiety and depression, underscoring the need for validated assessment instruments. Given the current absence of a comprehensive, designated, and time-efficient scale capable of evaluating depression, anxiety, and stress among the teacher population, the Depression, Anxiety, and Stress Scale-21 (DASS-21) presents itself as a promising alternative. Despite the widespread application of the DASS-21 for assessing psychological distress across various populations, its validity among teachers, along with questions about its factor structure and its potential property of time equivalence, remain unverified. This study endeavors to address these considerations by investigating the psychometric properties of the DASS-21 specifically within the population of Chinese primary and middle school teachers. Methods Cross-sectional (n = 9,030) and longitudinal surveys (n = 1,642) were conducted using a non-probability sampling method. In addition to the DASS-21, the Chinese version of Chinese Teachers’ Job Burnout Questionnaire (CTJBO) was utilized to evaluate the criterion validity of this scale. Three different approaches, namely confirmatory factor analysis, Rasch analysis, and network analysis, were employed to evaluate internal reliability, construct validity, as well as time invariance of the DASS-21. Results The DASS-21 demonstrated a high degree of internal consistency (Cronbach’s α > 0.85) as well as excellent convergent validity, despite poor discriminant validity as determined by average variance extracted. Confirmatory factor analysis and network analysis further supported convergent validity. The three-factor structure outperformed one- and two-factor alternatives, establishing time invariance. Rasch analysis at the item level identified six inappropriate items within the anxiety and stress subscales, which were subsequently removed. Network analysis presented a better revised network. Regression analysis with emotional exhaustion as the criterion provided logical and accurate results. Conclusion The DASS-21 was found to be a reliable and valid tool for measuring the mental health of teachers over time. To assess the instrument’s psychometric properties, a combination of confirmatory factor analysis, Rasch analysis, and network analysis was utilized, which proved effective and is recommended for evaluating contentious instruments. Based on the results of the study, researchers and healthcare professionals are recommended to use the DASS-21 for assessing teachers’ psychological distress. However, certain items identified in the study may need to be removed to enhance the instrument’s appropriateness for this specific population.

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Evaluating the immediate and delayed effects of psychological need thwarting of online teaching on Chinese primary and middle school teachers’ psychological well-being

Cited by 6 publications

References 72 publications

Factors Associated with Psychosocial Symptoms Experienced by Students in Response to COVID-19 Pandemic: A Multivariate Analysis

Factors Associated with Psychosocial Symptoms Experienced by Students in Response to COVID-19 Pandemic: A Multivariate Analysis

Latent profile analysis of psychological needs thwarting in Chinese school teachers: longitudinal associations with problematic smartphone use, psychological distress, and perceived administrative support

Psychometric evaluation of the depression, anxiety, and stress scale-21 (DASS-21) among Chinese primary and middle school teachers

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