Mediating stress: Survival of the hardy

Holt, Penni; Fine, Marvin J.; Tollefson, Nona

doi:10.1002/1520-6807(198701)24:1<51::aid-pits2310240110>3.0.co;2-8

Cited by 31 publications

(16 citation statements)

References 12 publications

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“…The hardiness theory asserts that individuals possessing higher levels of hardiness sense greater feelings of involvement and control in their work (Maddi & Kobasa, 1984). Higher levels of hardiness have been associated with lower levels of burnout among teachers (Holt et al, 1987;Pierce & …”

Section: Alienation and Hardinessmentioning

confidence: 99%

Contribution of Hardiness and School Climate to Alienation Experienced by Student Teachers

Thomson

Wendt

1995

The Journal of Educational Research

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Section: Alienation and Hardinessmentioning

confidence: 99%

Contribution of Hardiness and School Climate to Alienation Experienced by Student Teachers

Thomson

Wendt

1995

The Journal of Educational Research

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“…These include the Personal Views Survey (PVS; Hardiness Institute, 1985), the Dispositional Resilience Scale (Bartone, Ursano, Wright, & Ingraham, 1989), the Psychological Hardiness Scale (Younkin & Betz, 1992), the Cognitive Hardiness Scale (Nowack, 1990), and modifications of the Abridged Hardiness Scale (McNeil, Kozma, Stones, & Hannah, 1986;Morrissey & Hannah, 1986). Others have used subsets of Kobasa's scales in conjunction with additional measures hypothesized to assess some aspect of hardiness (e.g., Holt, Fine, & Tollefson, 1987;Noivack, 1986;Zika & Chamberlain, 1987).…”

Section: The Variety Of Hardiness Measuresmentioning

confidence: 99%

“…Oneto four-factor solutions have been identified using a variety of hardiness measures (Bartone e t al., 1989;Funk & Houston, 1987;Hull, VanTreuren, & Virnelli, 1987; S. C. Kobasa, personal communication, November, 1990;Manning, Williams, & Wolfe, 1988;hlcNeil et al, 1986;Morrissey & Hannah, 1986;Pollock & Duffy, 1990;Younkin & Betz, 1992).…”

Section: The Variety Of Hardiness Measuresmentioning

confidence: 99%

“…Hull and his colleagues (1987) conducted three factor analyses using data obtained from college students. Hull et al (1987) completed a principal components analysis on the items contained in the sixscale measure of hardiness ( n = 461). An oblique factor rotation was used.…”

Section: The Variety Of Hardiness Measuresmentioning

confidence: 99%

“…As an extension of the same study (Hull et al, 1987), data from two college samples (nl = 495, n2 = 44'7) were used to conduct a pair of principal components analyses on the RHS. An oblique factor rotation was used.…”

Section: The Variety Of Hardiness Measuresmentioning

confidence: 99%

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Evaluation of the Factor Structure Underlying Two Measures of Hardiness

Benishek

1996

Assessment

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This study critically evaluated the factor stnictnre underlying two ineasures of hardiness. Hardiness was conceptualized by Kobasa as consisting of three factors: commitment, control, and challenge. Over time, however, one-to four-factor solutions have been identified, depending on the measures used and the population studied. A sample of 183 adult university employees completed the Personal Views Survey (PVS) and the Revised Hardiness Scale (RHS). Neither principal axis factor analyses nor confirmatory factor analyses supported Kobasa's conceptualization of hardiness. The findings of this study highlight the importance of reevaluating how hardiness is conceptualized and revising its measures before continuing to investigate each factor's effect on physical and psychological wellness.

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Teacher stress: Issues and intervention

Jenkins¹,

Calhoun²

1991

Psychol. Schs.

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The purpose of this study was to consider the stress within the teacher's environment and examine methods of assisting public school teachers with managing stress. Participants in the study were 124 female public school teachers of grades K-12 from the public school systems of two central Georgia counties. Three weeks after completing a set of pretest questionnaires, each teacher participated in one of two threehour training sessions. In the individualized training method, participants were led through a step-by-step development of an individualized plan for more effectively managing the stressor they had identified at the beginning of the training session.By the end of the session, each participant had her own plan for working on her own major stress. In the global approach training method, information about stress was presented to the participants in a lecture fashion with the focus being on general knowledge with no attempt being made to direct the participants in the development of individualized plans. Approximately three weeks after the training session, all participants were sent a set of questions concerning their activities in stress management since the training. The results of the study provided data concerning types of stresses experienced, sources of stress at work and home, effects of stress and burnout, and relative effectiveness of the two training approaches in terms of degree of relief, variety and type of methods utilized, and degree of involvement. The results indicate that the teachers who received the individual training method did significantly increase the time they spend on managing stress.In recent years, attention has been drawn to the problem of stress among public school teachers due to the increasingly higher rates of turnover (Cunningham, 1982). Various approaches have been taken in describing these concerns, but they all point to the negative impact of stress and subsequent burnout (e.g. Cunningham, 1983). Litt and Turk (1985) have noted that, in regard to stress among teachers, "the severity and scope of the problem appear unprecedented" (p. 178). Stress has been cited as a major factor in teachers' decisions to leave teaching. Cotanch (1984) pointed out "that job dissatisfaction and burnout probably have contributed to high rates of teacher absenteeism and turnover as well as to increased student apathy, negativism, and misbehavior. . .others are affected with lethargy, cynicism and despair" (p. 1125). Long, Avant, and Harrison (1986) conclude "that there is little question that teachers are facing serious difficulties in their jobs and that this is taking a toll on the quality of education in this country" (p. 21).Beginning with this basic insight, the purpose of this study is to consider stress within the teacher's environment and examine methods of assisting public school teachers with managing stress. Before beginning, a review of the conceptualization of stress is in order. Conceptualization of StressWithin the past several years, few areas of contemporary sociology and psyc...

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Mediating stress: Survival of the hardy

Cited by 31 publications

References 12 publications

Contribution of Hardiness and School Climate to Alienation Experienced by Student Teachers

Contribution of Hardiness and School Climate to Alienation Experienced by Student Teachers

Evaluation of the Factor Structure Underlying Two Measures of Hardiness

Teacher stress: Issues and intervention

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