Teachers’ Emotional Exhaustion: Associations With Their Typical Use of and Implicit Attitudes Toward Emotion Regulation Strategies

Donker, Monika H.; Erisman, M.C.; Gog, Tamara van; Mainhard, Tim

doi:10.3389/fpsyg.2020.00867

Cited by 20 publications

(16 citation statements)

References 87 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the case of anxiety, negative associations have been revealed with relationship quality change during the pandemic, social relations quality change during the pandemic, general social support, emotional social support and relationship satisfaction. The betterment of the relationship and social relations, perceived quality and satisfaction as well as social support, especially that of more emotional character, might be connected to increased resources in terms of emotion regulation [ 109 – 113 ], a more positive self-concept and a sense of stability [ 114 ], and thus associated with decreased levels of anxiety.…”

Section: Discussionmentioning

confidence: 99%

“…Depression was positively associated with perceived injustice, blame/unfairness and severity/irreparability; and negatively associated with relationship quality change during the pandemic, social relations quality change during the pandemic, general social support, emotional social support, instrumental social support and relationship satisfaction. The relation between depression and a sense of injustice might suggest that perceived injustice may result in ruminating, which in turn is associated with a decreased sense of self-worth [ 114 ] and increased depressive symptomatology [ 109 – 113 , 123 – 125 ]. In the case of social relations and support, a rationale similar to the one employed in the second stage of the research can be applied.…”

Section: Discussionmentioning

confidence: 99%

“…female gender) on the levels of depressive symptomatology might be similar to the one suggested in the case of the relationship between gender and anxiety—similar results were reported by Stachteas and Stachteas [ 83 ]. While the sense of injustice may be associated with reinforcement of maladaptative beliefs about self, one’s future and others, and a tendency to utilize rumination as a strategy of problem-solving [ 109 – 111 , 113 , 121 , 123 – 125 ] which in turn might have increased the levels of depressive symptomatology among teachers during the second wave of COVID-19 pandemic. As has been mentioned in the case of anxiety, the perception of the relationship as well as other social relations and perceived social support might, on the one hand, reformulate maladaptative beliefs affecting the levels of depressive symptomatology, on the other, offer additional resources in the process of emotion regulation [ 109 , 110 , 112 , 121 ] and problem-solving [ 113 ].…”

Section: Discussionmentioning

confidence: 99%

“…While the sense of injustice may be associated with reinforcement of maladaptative beliefs about self, one’s future and others, and a tendency to utilize rumination as a strategy of problem-solving [ 109 – 111 , 113 , 121 , 123 – 125 ] which in turn might have increased the levels of depressive symptomatology among teachers during the second wave of COVID-19 pandemic. As has been mentioned in the case of anxiety, the perception of the relationship as well as other social relations and perceived social support might, on the one hand, reformulate maladaptative beliefs affecting the levels of depressive symptomatology, on the other, offer additional resources in the process of emotion regulation [ 109 , 110 , 112 , 121 ] and problem-solving [ 113 ]. In the final step of the stepwise backward regression, relationship quality change during the pandemic and social relations quality change during the pandemic were included in the model, accounting for 46% of depression variance.…”

Section: Discussionmentioning

confidence: 99%

See 3 more Smart Citations

Teachers’ mental health during the first two waves of the COVID-19 pandemic in Poland

Jakubowski

Sitko-Dominik

2021

PLoS ONE

View full text Add to dashboard Cite

Background Teaching work is stressful, moreover during the pandemic teachers’ stress might have been intensified by distance education as well as by limited access to social support, which functions as a buffer in experiencing stress. The aim of the research was to investigate the relation between distance education and teachers’ well-being, and their close relations and other social relations during the first two waves of the COVID-19 pandemic. Methods The research was conducted in two stages on 285 Polish primary and secondary school teachers who were recruited by means of the chain referral method. The following measures were used: The Depression Anxiety & Stress Scales-21, Berlin Social Support Scales, The Relationship Satisfaction Scale and The Injustice Experience Questionnaire. Results The teachers experienced at least mild levels of stress, anxiety and depression, both during the first as well as the second waves of the COVID-19 pandemic in Poland. It has been confirmed that there is a negative relation between relationship quality change and social relations quality change, and stress, anxiety and depression. The variables taken into consideration in the research have provided the explanation for the variation of stress—from 6% in the first stage of the research to 47% in the second stage; for the variation of anxiety—from 21% to 31%; and for the variation of depression—from 12% to 46%, respectively. Conclusions The research results show that due to distance work the distinction between professional work and family life might have been blurred, and as a consequence teachers’ well-being could have been worsened. The isolation put on to stop the spreading of the virus might have contributed to changes in social relations, in close relations in particular, and at the same time negatively influenced teachers’ abilities to effectively cope with the crisis situations.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ mental health during the first two waves of the COVID-19 pandemic in Poland

Jakubowski

Sitko-Dominik

2021

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…Previous data suggests that the educational process, mediated by online computer technologies, requires a specific teaching experience [6]. It has been shown that teachers who have such communicative qualities as benevolence, openness, neuroplasticity, stress resistance, and the presence of self-regulation and self-discipline skills are more successful in the implementation of online courses [8,9,25,26]. However, the uniqueness of the situation of the forced and widespread transition to distance learning during the period of the COVID-19 pandemic threat causes a lack of research in the psychological consequences, mechanisms of adaptation to the new format, and the factors that determine its success.…”

Section: Discussionmentioning

confidence: 99%

Subjective discomfort and personality traits of university teachers during the COVID-19 pandemic

et al. 2020

View full text Add to dashboard Cite

The current threat of the COVID-19 pandemic has led to the transition to distance (online) education in all educational institutions of the country, including universities. A sudden forced change in the form and structure of education has psychological consequences for all the participants in the educational process. The objective of the study presented was to examine the severity of anxiety, career maladjustment, stress levels, and coping strategies among university teachers during the transition to distance (online) education. The sample comprised 169 individual participants (95 women, 74 men) aged 25 to 70 years: 119 university teachers of the Rostov region (mean age = 45 years) and 40 sales specialists as the control group (mean age = 35 years). The study was conducted online from 04.24.2020 to 06.15.2020. The results indicate a general tendency to increasing stress levels and severity of career maladjustment. university teachers have a higher level of professional motivation and less often complain of feeling unwell and of a decrease in cognitive functions. Less adaptive in terms of stable personality parameters respondents are more likely to experience stress and more prone to manifest unmotivated anxiety. They demonstrate a higher level of career maladjustment and subjective discomfort when using the Internet. The preferred coping strategy is to openly complain about work or general negative feelings. Changes in the dynamic personality characteristics of university teachers during distance education are determined by their stable personality characteristics rather than by their age, which is often mentioned as the main factor for adaptation difficulties.

show abstract

The effects of an online positive psychology intervention on pre‐service teachers' efficacy, ability to cope and emotional regulation

Hoferichter,

Jentsch

2024

British Educational Res J

View full text Add to dashboard Cite

Pre‐service teachers have been identified as a risk group for developing burnout syndromes over the course of their careers due to increased perceived psychological distress and, in particular, if there is a lack of coping strategies. To provide pre‐service teachers with appropriate techniques and concepts that can be successfully applied in educational and work contexts, an online positive psychology intervention was designed to improve participants' resilience, in particular their self‐efficacy, emotion regulation and ability to cope. Linear mixed models that simultaneously analyse variability between subjects and over time revealed that pre‐service teachers who participated in the intervention benefited from the programme with respect to an increase of their emotion regulation strategies, self‐efficacy and ability to cope compared to the control group—although at baseline, they exhibited less beneficial emotion regulation, self‐efficacy and ability to cope. The findings suggest that such positive psychology interventions could help pre‐service teachers build their resilience.

show abstract

Teachers’ Emotional Exhaustion: Associations With Their Typical Use of and Implicit Attitudes Toward Emotion Regulation Strategies

Cited by 20 publications

References 87 publications

Teachers’ mental health during the first two waves of the COVID-19 pandemic in Poland

Teachers’ mental health during the first two waves of the COVID-19 pandemic in Poland

Subjective discomfort and personality traits of university teachers during the COVID-19 pandemic

The effects of an online positive psychology intervention on pre‐service teachers' efficacy, ability to cope and emotional regulation

Contact Info

Product

Resources

About