The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching

Taylor, Michelle; McLean, Leigh; Bryce, Crystal I.; Abry, Tashia; Granger, Kristen L.

doi:10.1016/j.tate.2019.102910

Cited by 29 publications

(25 citation statements)

References 80 publications

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“…The explanation contradicts the description put forward by Graber & Petersen (2017), which reveals that when individuals are in the transition from adolescence to early adulthood, the individual's level of autonomy increases so that the support that is more often sought is support from friends or peers than support from family. Taylor et al (2019) also suggest that when entering college, individuals with early adulthood begin to leave home and build a new source of support structure through friends without being entirely dependent on family. Based on the full description in discussion section, it can be seen how enormous the contribution of perceived social support from peers, family, and teachers to the academic resilience of cadets is and how the relationship between the two variables is.…”

Section: Discussionmentioning

confidence: 99%

“…Perceived social support is a stronger predictor than received social support in the adaptation process in stressful situations. This is because the support provided by others (received social support) can be different from the need for support needed by individuals, so that perceived social support is considered more capable of meeting the need for the availability of social support (Taylor et al, 2019). Perceived social support is also better able to encourage students to remain persistent in facing all obstacles or difficulties in carrying out the learning process in the academic field.…”

Section: Introductionmentioning

confidence: 99%

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Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19

Permatasari

Ashari

Ismail

2021

GRSSE

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The purpose of this study is analyzed and reconfirm each item on perceived social support e.g., peers, families, and teachers on academic resilience based on online learning during COVID-19. This study uses a quantitative approach with a correlational design as a method. The sample in this study consisted of 291 cadets at Politeknik Ilmu Pelayaran (Marine Science Polytechnic) in Makassar city selected through accidental sampling. Data were analyzed using linear regression analysis with SPSS as a statistical tool. The result of this study indicates perceived social support significantly contributes to academic resilience at 71.8% (R2 = 0.718; Sig < 0.01), and 28.2% comes from outside of the study variables. Every aspect of perceived social support contributes to academic resilience. The contribution of family support by 42.4; teacher support by 16.6%, and peer support by 12.8%. The findings in the study show that family support is the support element that dominant contributes for students in the online learning during the process and gives the highest contribution to academic resilience in the online learning process. Therefore, individuals' perception of peers, family, and teachers who can provide assistance, support, and care when students experience difficulties in the academic field can increase academic resilience.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19

Permatasari

Ashari

Ismail

2021

GRSSE

View full text Add to dashboard Cite

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“…However, special attention must be paid when making causal interpretations regarding the effect of stressors on psychological distress, as respondents who reported perceiving high levels of psychological distress might usually perceive stressors to a greater extent. While there is a bidirectional or mutual influence between stressors and psychological distress, it is assumed that the predominant influence attributed from stressors was to psychological distress in the Chinese context (Chan, 1998; Chang, 2009) and in non-Chinese populations (Collie et al, 2012; Taylor et al, 2019). Further longitudinal studies of preservice teachers’ stress are needed to provide a comprehensive understanding of the dynamic relationship between stressors and distress.…”

Section: Discussionmentioning

confidence: 99%

Stressors and psychological distress: Music listening as a coping strategy for pre-service kindergarten teachers

Kong

Wong

2021

International Journal of Music Education

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Against the backdrop of the worldwide spread of COVID-19, this study aims to validate a model for coping with psychological distress and examine the effect of music listening, as a coping strategy, in moderating and lessening the effects of stressors on psychological distress. Based on 198 returned questionnaires from preservice kindergarten teachers, this study suggests students experienced such common mental health issues as stress, anxiety and depression due to the COVID-19 pandemic. Time pressures, general social mistreatment, academic alienation and developmental challenges were significant stressors predicting students’ anxiety. Music listening played a prominent moderating role on the relationship between stressors and psychological wellbeing mental health/psychological distress. However, music with lyrics with a positive meaning may lessen the moderating effect of musical elements. This study suggests that music listening has a prominent moderating effect on health/psychological distress, while the implicit or explicit musical meaning of the music perceived by the audience determines its moderating effect.

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“…The common features of teacher education programs in France and the US are aligned with the modernization of pedagogical education in Russia that should make the existing educational space more flexible, creative, accessible, mobile and safe [13,14,15] in accordance with the principles of natural [16] and cultural conformity [17].…”

Section: Discussionmentioning

confidence: 99%

Comparative Pedagogical Analysis of Teacher Education Programs in France And The USA

et al. 2020

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This article presents the results of comparative pedagogical studies that aim at determining the general and specific features of teacher education programs in France and the US. The study is based on binary comparisons and classical methods of comparative pedagogy, including comparative, descriptive and inductive-deductive. In the course of the study, the authors of the article determined conditions for efficient teacher training that are common to the French and US systems of higher education; established the key factor causing the specific functioning of education systems in France and the US; indicated the priority directions of designing teacher education programs in France and the US. The authors have interpreted the study results with due regard to the competency-based educational paradigm and determined trends that condition the general laws of designing educational programs.

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The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching

Cited by 29 publications

References 80 publications

Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19

Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19

Stressors and psychological distress: Music listening as a coping strategy for pre-service kindergarten teachers

Comparative Pedagogical Analysis of Teacher Education Programs in France And The USA

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