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Yetkin Tekin A, Karadağ H. Moderator role of Type D personality traits between depressive symptoms and job satisfaction among teachers. Front Public Health 2024; 12:1402422. [PMID: 38765493 PMCID: PMC11099235 DOI: 10.3389/fpubh.2024.1402422] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2024] [Accepted: 04/22/2024] [Indexed: 05/22/2024] Open
Abstract
Background Type D personality is characterized by negative affect (NA) and social suppression (SI). It has been indicated Type D personality is associated with depression, anxiety, and burnout. Depressive complaints and social inhibition negatively affect job satisfaction. The aim of this study is to investigate the moderating role of Type D personality structure between the severity of depressive complaints and job satisfaction in teachers. Methods 939 teachers, who constitute the sample of the study, completed the sociodemographic form, Type D personality scale (DS-14), Beck Depression Inventory (BDI) and Minnesota Satisfaction Scale Short Form with an online survey. Results While a negative relationship was found between teachers' NA scores and their intrinsic and extrinsic job satisfaction (r = -0.28 and r = -0.19, respectively), a negative relationship was detected between SI scores and intrinsic and extrinsic job satisfaction (r = -0.22 and r = -0.21, respectively). NA and SI had partial moderating roles in the relationship between BDI score and intrinsic job satisfaction. SI played a partial moderating role in the relationship between BDI and extrinsic job satisfaction. Conclusion It can be said Type D personality traits has a moderating role between the severity of teachers' depressive complaints and job satisfaction.
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Affiliation(s)
- Ayşegül Yetkin Tekin
- Education Faculty, Psychological Counseling and Guidance Department, Adıyaman University, Adıyaman, Türkiye
| | - Hekim Karadağ
- Psychology Department, Van Education and Research Hospital, Van, Türkiye
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Agyapong B, da Luz Dias R, Wei Y, Agyapong VIO. Burnout among elementary and high school teachers in three Canadian provinces: prevalence and predictors. Front Public Health 2024; 12:1396461. [PMID: 38737860 PMCID: PMC11082415 DOI: 10.3389/fpubh.2024.1396461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2024] [Accepted: 04/12/2024] [Indexed: 05/14/2024] Open
Abstract
Background Burnout is a longstanding issue among educators and has been associated with psychological and physical health problems such as depression, and insomnia. Objective To assess the prevalence and predictors of the three dimensions of burnout (emotional exhaustion, depersonalization and lack of professional accomplishment) among elementary and high school teachers. Methods This is a quantitative cross-sectional study with data collected via an online survey. The Maslach Burnout Inventory-Educator Survey (MBI-ES), the Brief Resilience Scale (BRS) and the Perceived Stress Scale were used, respectively, to assess burnout, resilience and stress among teachers. Data was collected between September 1st, 2022 and August 30th, 2023. SPSS (version 28, IBM Corp) was used for the data analysis. Results Overall, 1912 educators received a link to the online survey via a text message, and 780 completed the burnout survey questions, resulting in a response rate of 41%. The prevalence of emotional exhaustion, depersonalization, and lack of professional accomplishment were 76.9, 23.2, and 30.8%, respectively. Participants with high-stress symptoms were 6.88 times more likely to experience emotional exhaustion (OR = 6.88; 95% CI: 3.31-14.29), 2.55 times (OR = 2.55; 95% CI: 1.65-3.93) more likely to experience depersonalization and 2.34 times (OR = 2.34; 95% CI: 1.64-3.35) more likely to experience lack of professional fulfilment. Additionally, respondents with low resilience were 3.26 times more likely to experience emotional exhaustion symptoms (OR = 3.26; 95% CI: 2.00-5.31), than those with high resilience. Males were about 2.4 times more likely to present with depersonalization compared to female teachers, whilst those who indicated their marital status as partnered or cohabiting and those who selected "other" were 3.5 and 7.3 times, respectively, more likely to present with depersonalization compared with those who were single. Finally, Physical Education were 3.8 times more likely to present with depersonalization compared with English teachers. Conclusion The current study highlights the predictive effects of low resilience and high stress on the three dimensions of burnout among teachers in Canada. Interventions aimed at addressing systemic stress and fostering resilience are needed to reduce burnout among teachers.
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Affiliation(s)
- Belinda Agyapong
- Department of Psychiatry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, AB, Canada
| | - Raquel da Luz Dias
- Department of Psychiatry, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada
| | - Yifeng Wei
- Department of Psychiatry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, AB, Canada
| | - Vincent Israel Opoku Agyapong
- Department of Psychiatry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, AB, Canada
- Department of Psychiatry, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada
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Melguizo-Ibáñez E, González-Valero G, Alonso-Vargas JM, Caracuel-Cáliz R, Ortega-Caballero M, Puertas-Molero P. Stress, Resilience, Burnout and Study Hours in Physical Education Pre-Service Teachers-An Explanatory Model about Gender. Behav Sci (Basel) 2023; 13:946. [PMID: 37998692 PMCID: PMC10669512 DOI: 10.3390/bs13110946] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Revised: 11/10/2023] [Accepted: 11/15/2023] [Indexed: 11/25/2023] Open
Abstract
The process of becoming a public teacher in Spain requires a long period of preparation. This long period of preparation has an impact on the psychosocial environment of the candidates. Differences have been observed in the psychosocial area according to gender in pre-service teachers. This research aims to study the relationship between the study hours per day, stress, burnout syndrome and resilience according to gender and to study the differences in the effects according to gender using multigroup equation modeling. A multigroup structural equation analysis has been proposed according to the gender of the participants. Parametric tests were used for the descriptive analysis of the results. The sample consists of 4117 participants, 1363 males and 2754 females. The instruments used to collect the data were a self-made questionnaire, Perceived Stress Questionnaire, Connor-Davidson Resilience Scale and Maslach Burnout Inventory. All the instruments have been validated and adapted to the sample. The data reveal that there are variations in the effects of the variables according to the gender of the participants. In conclusion, it is affirmed that gender is a very important factor in coping with the competitive examination process for state-public-teaching institutions, as well as in avoiding the appearance of disruptive states generated by this preparation process.
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Affiliation(s)
- Eduardo Melguizo-Ibáñez
- Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain; (E.M.-I.); (G.G.-V.); (P.P.-M.)
| | - Gabriel González-Valero
- Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain; (E.M.-I.); (G.G.-V.); (P.P.-M.)
| | - José Manuel Alonso-Vargas
- Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain; (E.M.-I.); (G.G.-V.); (P.P.-M.)
| | - Rafael Caracuel-Cáliz
- International University of La Rioja (UNIR), 26006 Logroño, La Rioja, Spain
- Faculty of Education Science, Universidad Internacional de Valencia (VIU), 46002 Valencia, Spain
| | - Manuel Ortega-Caballero
- Department of Pedagogy, Faculty of Education and Sport Sciences, Melilla Campus, University of Granada, 52005 Granada, Spain;
| | - Pilar Puertas-Molero
- Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain; (E.M.-I.); (G.G.-V.); (P.P.-M.)
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Cañadas GR, Membrive-Jiménez MJ, Martos-Cabrera MB, Albendín-García L, Velando-Soriano A, Cañadas-De la Fuente GA, De la Fuente-Solana EI. Burnout and Professional Engagement during the COVID-19 Pandemic among Nursing Students without Clinical Experience: A Cross-Sectional Study. J Clin Med 2023; 12:5144. [PMID: 37568547 PMCID: PMC10420274 DOI: 10.3390/jcm12155144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Revised: 07/28/2023] [Accepted: 08/04/2023] [Indexed: 08/13/2023] Open
Abstract
Burnout affects many healthcare professionals, especially nurses, causing serious health problems and disrupting the work environment. Academic burnout may also be experienced, leading students to feel unable to cope with their education. As a result, they may lose interest and even consider abandoning their studies. Hence, burnout syndrome can affect both the mental health and the professional future of those affected. To evaluate academic burnout in nursing students who had no clinical experience before starting their practical training, a cross-sectional study involving 212 third-year nursing students at the University of Granada was conducted. Data were collected using the Granada Burnout Questionnaire, the Utrecht Work Engagement Scale, the NEO Five-Factor Inventory, the Hospital Anxiety and Depression Scale, and the Fear of CoronaVirus-19 Scale. High levels of burnout were present in 37.8% of the students. Moreover, 21.5% and 8.7% had borderline cases of anxiety or depression, respectively. Another 30.8% and 9.2%, respectively, were considered likely to present these conditions. According to the predictive models of burnout dimensions obtained, neuroticism is a predictor of all three burnout dimensions. Furthermore, anxiety, depression, extraversion, responsibility and engagement are predictors of some dimensions of the syndrome. Many nursing students present high levels of burnout, which is related to certain personality variables and to the presence of anxiety and/or depression. The level of professional engagement is inversely associated with the impact of burnout. The participants in this study have normalised their return to the pre-pandemic study routine (in-person classes), and fear of COVID-19 was not a significant predictor of any dimension of burnout.
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Affiliation(s)
- Gustavo R. Cañadas
- Department of Didactic of Mathematics, Faculty of Education Science, University of Granada, Campus Universitario de Cartuja s/n, 18011 Granada, Spain;
| | - María José Membrive-Jiménez
- Faculty of Health Sciences, University of Granada, Av. Ilustración 60, 18016 Granada, Spain; (M.J.M.-J.); (G.A.C.-D.l.F.)
| | - María Begoña Martos-Cabrera
- San Cecilio Clinical University Hospital, Andalusian Health Service, Av. del Conocimiento s/n, 18016 Granada, Spain; (M.B.M.-C.); (A.V.-S.)
| | - Luis Albendín-García
- Casería de Montijo Health Center, Granada-Metropolitan Health District, Andalusian Health Service, Calle Virgen de la Consolación 12, 18015 Granada, Spain
- Instituto de Investigación Biosanitaria (ibs.GRANADA), 18012 Granada, Spain
| | - Almudena Velando-Soriano
- San Cecilio Clinical University Hospital, Andalusian Health Service, Av. del Conocimiento s/n, 18016 Granada, Spain; (M.B.M.-C.); (A.V.-S.)
| | - Guillermo A. Cañadas-De la Fuente
- Faculty of Health Sciences, University of Granada, Av. Ilustración 60, 18016 Granada, Spain; (M.J.M.-J.); (G.A.C.-D.l.F.)
- Brain, Mind and Behaviour Research Center (CIMCYC), University of Granada, Campus Universitario de Cartuja s/n, 18011 Granada, Spain
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Yang Z, Wang D, Fan Y, Ma Z, Chen X, Zhang Y, Fan F. Relationship between sleep disturbance and burnout among Chinese urban teachers: Moderating roles of resilience. Sleep Med 2023; 108:29-37. [PMID: 37311321 DOI: 10.1016/j.sleep.2023.06.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/05/2023] [Revised: 04/16/2023] [Accepted: 06/01/2023] [Indexed: 06/15/2023]
Abstract
BACKGROUND Sleep disturbance and burnout are prevalent among primary and secondary school teachers. Nevertheless, little is known about the relationship between sleep disturbance and burnout, and the mechanisms connecting this link. Our study aimed to explore the relationship between sleep disturbance and burnout among urban teachers, as well as to investigate this influencing mechanism further with resilience as a moderator. METHODS 14,218 primary and secondary school teachers provided valid data. We assessed demographic information, sleep disturbance, burnout, and resilience. Multivariable logistic regression, Spearman correlation, and moderation analyses were used to evaluate the relationship between sleep disturbance and burnout and the moderating role of resilience. RESULTS Of the participants, the prevalence of sleep disturbance and sleep deprivation among teachers was 20.0% and 31.7%, respectively. Additionally, 58.4% of teachers reported moderate or severe burnout, and 15.3% had both sleep disturbance and burnout. Sleep disturbance was significant and positively related to burnout. Resilience was found to moderate the association between sleep disturbance and burnout. CONCLUSIONS These findings suggested strong associations between sleep disturbance and burnout. Interventions in improving resilience may protect teachers with sleep disturbance from burnout.
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Affiliation(s)
- Zheng Yang
- School of Psychology, Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China; Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, China
| | - Dongfang Wang
- School of Psychology, Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China; Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, China
| | - Yunge Fan
- School of Psychology, Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China; Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, China
| | - Zijuan Ma
- School of Psychology, Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China; Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, China
| | - Xiaoyan Chen
- School of Psychology, Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China; Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, China
| | - Yifan Zhang
- School of Psychology, Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China; Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, China
| | - Fang Fan
- School of Psychology, Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China; Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, China.
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Hao S. Burnout and depression of medical staff: A chain mediating model of resilience and self-esteem. J Affect Disord 2023; 325:633-639. [PMID: 36640809 DOI: 10.1016/j.jad.2022.12.153] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Revised: 12/27/2022] [Accepted: 12/31/2022] [Indexed: 01/12/2023]
Abstract
BACKGROUND Although the relationship between burnout and depression is well-known and frequently studied, the specific mechanisms by which burnout develops into depression have not been fully established. Based on theoretical and empirical research on resilience and self-esteem, this study constructs a chain mediating model to test whether they play a mediating role in burnout and depression among medical staff. METHODS A cross-sectional study with a sample consisting of 602 medical staff was carried out by convenient sampling method. They all completed a self-report questionnaire with demographic information, burnout, resilience, self-esteem and depression. SPSS26 and Mplus8.3 were used to analyze the data. RESULTS Burnout was found to positively predict depression of medical staff and negatively predict resilience and self-esteem. Resilience was a mediator between burnout and depression. Self-esteem was also a mediator between them. Meanwhile, resilience and self-esteem had a chain mediating effect on burnout and depression. LIMITATIONS The cross-sectional study does not permit causal inferences. And the data used is self-reported. CONCLUSIONS Burnout takes a toll on resilience and self-esteem, which can eventually lead to depression. These findings contribute to the understanding of the predictive effects of burnout on mental health and provide practical implications for the prevention and intervention of mental health among medical staff.
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Affiliation(s)
- Shuwei Hao
- Department of Medical Psychology, School of Medical Humanities, Peking University, Beijing, PR China.
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Agyapong B, Chishimba C, Wei Y, da Luz Dias R, Eboreime E, Msidi E, Abidi SSR, Mutaka-Loongo M, Mwansa J, Orji R, Zulu JM, Agyapong VIO. Improving Mental Health Literacy and Reducing Psychological Problems Among Teachers in Zambia: Protocol for Implementation and Evaluation of a Wellness4Teachers Email Messaging Program. JMIR Res Protoc 2023; 12:e44370. [PMID: 36877571 PMCID: PMC10028515 DOI: 10.2196/44370] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Revised: 01/02/2023] [Accepted: 01/17/2023] [Indexed: 03/07/2023] Open
Abstract
BACKGROUND Primary, basic, secondary, and high school teachers are constantly faced with increased work stressors that can result in psychological health challenges such as burnout, anxiety, and depression, and in some cases, physical health problems. It is presently unknown what the mental health literacy levels are or the prevalence and correlates of psychological issues among teachers in Zambia. It is also unknown if an email mental messaging program (Wellness4Teachers) would effectively reduce burnout and associated psychological problems and improve mental health literacy among teachers. OBJECTIVE The primary objectives of this study are to determine if daily supportive email messages plus weekly mental health literacy information delivered via email can help improve mental health literacy and reduce the prevalence of moderate to high stress symptoms, burnout, moderate to high anxiety symptoms, moderate to high depression symptoms, and low resilience among school teachers in Zambia. The secondary objectives of this study are to evaluate the baseline prevalence and correlates of moderate to high stress, burnout, moderate to high anxiety, moderate to high depression, and low resilience among school teachers in Zambia. METHODS This is a quantitative longitudinal and cross-sessional study. Data will be collected at the baseline (the onset of the program), 6 weeks, 3 months, 6 months (the program midpoint), and 12 months (the end point) using web-based surveys. Individual teachers will subscribe by accepting an invitation to do so from the Lusaka Apex Medical University organizational account on the ResilienceNHope web-based application. Data will be analyzed using SPSS version 25 with descriptive and inferential statistics. Outcome measures will be evaluated using standardized rating scales. RESULTS The Wellness4Teachers email program is expected to improve the participating teachers' mental health literacy and well-being. It is anticipated that the prevalence of stress, burnout, anxiety, depression, and low resilience among teachers in Zambia will be similar to those reported in other jurisdictions. In addition, it is expected that demographic, socioeconomic, and organizational factors, class size, and grade teaching will be associated with burnout and other psychological disorders among teachers, as indicated in the literature. Results are expected 2 years after the program's launch. CONCLUSIONS The Wellness4Teachers email program will provide essential insight into the prevalence and correlates of psychological problems among teachers in Zambia and the program's impact on subscribers' mental health literacy and well-being. The outcome of this study will help inform policy and decision-making regarding psychological interventions for teachers in Zambia. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) PRR1-10.2196/44370.
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Affiliation(s)
- Belinda Agyapong
- Department of Psychiatry, University of Alberta, Edmonton, AB, Canada
| | | | - Yifeng Wei
- Department of Psychiatry, University of Alberta, Edmonton, AB, Canada
| | - Raquel da Luz Dias
- Department of Psychiatry, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada
| | - Ejemai Eboreime
- Department of Psychiatry, University of Alberta, Edmonton, AB, Canada
| | | | | | | | | | - Rita Orji
- Faculty of Computer Sciences, Dalhousie University, Halifax, NS, Canada
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Nicuță EG, Diaconu-Gherasim LR, Constantin T. How trait gratitude relates to teachers' burnout and work engagement: job demands and resources as mediators. CURRENT PSYCHOLOGY 2022; 42:1-10. [PMID: 36531194 PMCID: PMC9734782 DOI: 10.1007/s12144-022-04086-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/27/2022] [Indexed: 12/12/2022]
Abstract
The benefits of gratitude in the workplace, in general, and for teachers, in particular, are still understudied. In the present study, we investigated whether teachers' trait gratitude is linked to their work engagement and burnout. Moreover, we explored whether perceived job demands and job resources mediate the relation between employees' gratitude and these two outcomes. A sample of 312 Romanian teachers participated in the study. Participants filled out questionnaires assessing trait gratitude, perceived job characteristics, as well as burnout and work engagement. Results indicated that teachers' trait gratitude was positively associated with their work engagement and negatively with burnout. The relation between trait gratitude and work engagement was mediated by perceived job resources, whereas the link between trait gratitude and burnout was mediated by both job demands and job resources. Our findings suggest that educational institutions could cultivate teachers' gratitude in order to create a healthier and more motivated workforce.
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Affiliation(s)
- Elena Gabriela Nicuță
- Department of Psychology, Faculty of Psychology and Education Sciences, Alexandru Ioan Cuza University, Iași, Romania
| | - Loredana R. Diaconu-Gherasim
- Department of Psychology, Faculty of Psychology and Education Sciences, Alexandru Ioan Cuza University, Iași, Romania
| | - Ticu Constantin
- Department of Psychology, Faculty of Psychology and Education Sciences, Alexandru Ioan Cuza University, Iași, Romania
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Carranza Esteban RF, Mamani-Benito O, Morales-García WC, Caycho-Rodríguez T, Ruiz Mamani PG. Academic self-efficacy, self-esteem, satisfaction with studies, and virtual media use as depression and emotional exhaustion predictors among college students during COVID-19. Heliyon 2022; 8:e11085. [PMID: 36281229 PMCID: PMC9583623 DOI: 10.1016/j.heliyon.2022.e11085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2022] [Revised: 05/09/2022] [Accepted: 10/10/2022] [Indexed: 11/07/2022] Open
Abstract
The aim of the study was to explore the relationship between depression, emotional exhaustion, self-esteem, satisfaction with studies, academic self-efficacy, and the use of virtual media in Peruvian university students during the coronavirus disease 2019 (COVID-19) pandemic. A total of 569 college students (61.9% female), with a mean age of 21.73 years (standard deviation = 4.95), responded to the following questionnaires: Academic Self-Efficacy Scale, Single Item Self-Esteem Scale, Brief Scale of Satisfaction with Studies, Scale of Use of Virtual Media, Patient Health Questionnarie-2, and Single Item of Academic Emotional Exhaustion. Correlation statistics, regression models, and structural equation modeling (SEM) were used for data analysis. The results demonstrated a direct and significant correlation between virtual media use, academic self-efficacy, self-esteem, depression, and emotional exhaustion (p <.01). In addition, satisfaction with studies (β = −0.13), academic self-efficacy (β = −0.19), self-esteem (β = −0.14), and emotional exhaustion (β = 0.19) predicted depression significantly, whereas virtual media use (β = 0.17), study satisfaction (β = 0.09), and depression (β = 0.20) predicted emotional exhaustion associated with academics. The SEM model indicated that self-esteem, satisfaction with studies, and academic self-efficacy negatively predict depression, whereas academic self-efficacy positively predicts virtual media use. Finally, both virtual media use and depression positively predict emotional exhaustion. This model presents optimal goodness-of-fit indices (X2 = 8.926, df = 6, p =.178; comparative fit =.991, Tucker–Lewis =.979, root mean square error of approximation =.029 [confidence interval 90% =.000–.067], standardized root mean square residual =.022). Thus, academic self-efficacy, self-esteem, satisfaction with studies, and virtual media use predict depression and emotional exhaustion among college students during the COVID-19 pandemic.
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Affiliation(s)
- Renzo Felipe Carranza Esteban
- Grupo de Investigación Avances en Investigación Psicológica, Facultad de Ciencias de la Salud, Universidad San Ignacio de Loyola, Lima, Peru,Corresponding author
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Agyapong B, Obuobi-Donkor G, Burback L, Wei Y. Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191710706. [PMID: 36078422 PMCID: PMC9518388 DOI: 10.3390/ijerph191710706] [Citation(s) in RCA: 26] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2022] [Revised: 08/21/2022] [Accepted: 08/22/2022] [Indexed: 05/27/2023]
Abstract
BACKGROUND Worldwide, stress and burnout continue to be a problem among teachers, leading to anxiety and depression. Burnout may adversely affect teachers' health and is a risk factor for poor physical and mental well-being. Determining the prevalence and correlates of stress, burnout, anxiety, and depression among teachers is essential for addressing this public health concern. OBJECTIVE To determine the extent of the current literature on the prevalence and correlates of stress, burnout, anxiety, and depression among teachers. METHOD This scoping review was performed using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). Relevant search terms were used to determine the prevalence and correlates of teachers' stress, burnout, anxiety, and depression. Articles were identified using MEDLINE (Medical Literature Analysis and Retrieval System Online), EMBASE (Excerpta Medica Data Base), APA PsycINFO, CINAHL Plus (Cumulative Index of Nursing and Allied Health Literature), Scopus Elsevier and ERIC (Education Resources Information Center). The articles were extracted, reviewed, collated, and thematically analyzed, and the results were summarized and reported. RESULTS When only clinically meaningful (moderate to severe) psychological conditions among teachers were considered, the prevalence of burnout ranged from 25.12% to 74%, stress ranged from 8.3% to 87.1%, anxiety ranged from 38% to 41.2% and depression ranged from 4% to 77%. The correlates of stress, burnout, anxiety, and depression identified in this review include socio-demographic factors such as sex, age, marital status, and school (organizational) and work-related factors including the years of teaching, class size, job satisfaction, and the subject taught. CONCLUSION Teaching is challenging and yet one of the most rewarding professions, but several factors correlate with stress, burnout, anxiety, and depression among teachers. Highlighting these factors is the first step in recognizing the magnitude of the issues encountered by those in the teaching profession. Implementation of a school-based awareness and intervention program is crucial to resolve the early signs of teacher stress and burnout to avoid future deterioration.
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Occupational Risk of Technostress Related to the Use of ICT among Teachers in Spain. SUSTAINABILITY 2022. [DOI: 10.3390/su14148746] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Teachers are frequently exposed to several occupational risks. The continuous use of Information and Communication Technologies (ICT) represents a potential source of technostress among teachers. The aim of the current research is to evaluate the technostress levels of school and high school teachers in Spain. The methodology applied in the manuscript, namely the staticized group technique was based on an expert panel. Results showed high levels of technostress in both dimensions (techno-anxiety and techno-fatigue). Experts highlighted the relationship between administrative tasks and technostress. More rational and efficient distribution of the workload associated with administrative obligations of the teachers, could reduce the level of technostress in the education sector. Results from the current research can help to improve working conditions of teachers considering the findings to design preventive strategies adapted to the profile of teachers and their organization. Some policy interventions such as occupational safety training, institutional technical support, and computer training programs could reduce the levels of technostress and mitigate associated negative impacts concerning the occupational health of teachers.
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Ritzel C, Ammann J, Mack G, El Benni N. Determinants of the decision to build up excessive food stocks in the COVID-19 crisis. Appetite 2022; 176:106089. [PMID: 35643211 PMCID: PMC9132683 DOI: 10.1016/j.appet.2022.106089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Revised: 05/09/2022] [Accepted: 05/16/2022] [Indexed: 11/22/2022]
Abstract
In 2020, the first COVID-19 lockdowns resulted in food panic buying and excessive food stockpiling across many countries around the world. Many governments recommend keeping emergency food stocks for three to ten days for times of potential shortages in food supply. Based on data from an online survey conducted among Swiss inhabitants, we investigated the effect of knowledge level and stockpiling behaviour according to governmental stockpiling recommendations in normal times on the decision to build up more food stocks than usual during the first lockdown in 2020. For this purpose, we applied a combination of latent class analysis and logistic regression. Latent classes were constructed based on knowledge level and stockpiling behaviour according to governmental stockpiling recommendations in normal times. Subsequently, the information on class membership was used as predictor of the decision to excessively stockpile food during the first lockdown. The variable “class membership” revealed that respondents with a low knowledge level and food stocks below governmental recommendations in normal times had a 7.6 percentage points lower probability of excessively stockpiling food during the first lockdown than respondents with a high knowledge level and recommended food stocks in normal times. Excessive stockpiling was additionally driven by the worry that certain food products would disappear from the supermarket shelves entirely or would be in short supply. Moreover, regression results revealed that respondents who reduced their shopping frequency during the first lockdown in 2020 showed a higher probability of building up more food stocks than usual. Our findings are crucial for food suppliers and policymakers to understand the drivers of panic buying and to prevent this phenomenon in future crises.
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Martínez-Ramón JP, Morales-Rodríguez FM, Ruiz-Esteban C, Méndez I. Self-Esteem at University: Proposal of an Artificial Neural Network Based on Resilience, Stress, and Sociodemographic Variables. Front Psychol 2022; 13:815853. [PMID: 35295381 PMCID: PMC8919981 DOI: 10.3389/fpsyg.2022.815853] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Accepted: 02/08/2022] [Indexed: 11/13/2022] Open
Abstract
Artificial intelligence (AI) is a useful predictive tool for a wide variety of fields of knowledge. Despite this, the educational field is still an environment that lacks a variety of studies that use this type of predictive tools. In parallel, it is postulated that the levels of self-esteem in the university environment may be related to the strategies implemented to solve problems. For these reasons, the aim of this study was to analyze the levels of self-esteem presented by teaching staff and students at university (N = 290, 73.1% female) and to design an algorithm capable of predicting these levels on the basis of their coping strategies, resilience, and sociodemographic variables. For this purpose, the Rosenberg Self-Esteem Scale (RSES), the Perceived Stress Scale (PSS), and the Brief Resilience Scale were administered. The results showed a relevant role of resilience and stress perceived in predicting participants’ self-esteem levels. The findings highlight the usefulness of artificial neural networks for predicting psychological variables in education.
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Affiliation(s)
- Juan Pedro Martínez-Ramón
- Department of Evolutionary and Educational Psychology, Faculty of Psychology, Campus Regional Excellence Mare Nostrum, University of Murcia, Murcia, Spain
| | | | - Cecilia Ruiz-Esteban
- Department of Evolutionary and Educational Psychology, Faculty of Psychology, Campus Regional Excellence Mare Nostrum, University of Murcia, Murcia, Spain
| | - Inmaculada Méndez
- Department of Evolutionary and Educational Psychology, Faculty of Psychology, Campus Regional Excellence Mare Nostrum, University of Murcia, Murcia, Spain
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Agyapong B, Wei Y, da Luz Dias R, Agyapong VIO. Burnout and Associated Psychological Problems among Teachers in Alberta and Nova Scotia, and the impact of a Supportive Text Messaging Program (Wellness4Teachers)- Protocol for a Cross-Sectional and Program Evaluation Study (Preprint). JMIR Res Protoc 2022; 11:e37934. [PMID: 35834305 PMCID: PMC9335169 DOI: 10.2196/37934] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2022] [Revised: 05/25/2022] [Accepted: 06/13/2022] [Indexed: 01/30/2023] Open
Abstract
Background Stress, burnout, anxiety, and depression continue to be a problem among teachers worldwide. It is not presently known what the prevalence and correlates for these psychological problems are among teachers in Alberta and Nova Scotia. It is also not known if a supportive text message program (Wellness4Teachers) would be effective in reducing stress, burnout, anxiety, or depression symptoms among teachers. Objective The goal of this study is to evaluate the prevalence and correlates of stress, burnout, symptoms of anxiety, depression, and low resilience among elementary and high school teachers in Alberta and Nova Scotia, Canada. It also aims to determine if daily supportive text messages can help reduce the prevalence of these psychological problems in teachers. Methods This is a cross-sessional mixed methods study with data to be collected from subscribers of Wellness4Teachers using a web-based survey at baseline (onset of text messaging), 6 weeks, the program’s midpoint (3 months), and end point (6 months). Teachers can subscribe to the Wellness4Teachers program by texting the keyword “TeachWell” to the program phone number. Outcome measures will be assessed using standardized rating scales and key informant interviews. Data will be analyzed with descriptive and inferential statistics using SPSS and thematic analysis using NVivo. Results The results of this study are expected 24 months after program launch. It is expected that the prevalence of stress, burnout, anxiety, depression, and low resilience among teachers in Alberta and Nova Scotia would be comparable to those reported in other jurisdictions. It is also expected that factors such as gender, number of years teaching, grade of teaching, and school type (elementary vs high school) will have an association with burnout and other psychological disorders among teachers. Furthermore, it is expected that Wellness4Teachers will reduce the prevalence and severity of psychological problems in teachers, and subscriber satisfaction will be high. Conclusions The Wellness4Teachers project will provide key information regarding prevalence and correlates of common mental health conditions in teachers in Alberta and Nova Scotia, as well as the impact of daily supportive text messages on these mental health parameters. Information from this study will be useful for informing policy and decision-making concerning psychological interventions for schoolteachers.
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Affiliation(s)
- Belinda Agyapong
- Department of Psychiatry, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
| | - Yifeng Wei
- Department of Psychiatry, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
| | - Raquel da Luz Dias
- Department of Psychiatry, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada
- Nova Scotia Health Authority, Halifax, NS, Canada
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Xie M, Huang S, Ke L, Wang X, Wang Y. The Development of Teacher Burnout and the Effects of Resource Factors: A Latent Transition Perspective. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19052725. [PMID: 35270419 PMCID: PMC8910542 DOI: 10.3390/ijerph19052725] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/11/2022] [Revised: 02/21/2022] [Accepted: 02/24/2022] [Indexed: 12/04/2022]
Abstract
To better understand burnout and its development, researchers have shown an increasing interest in recent years in identifying different profiles of burnout and its development process. However, there have been few longitudinal studies on the profile and development of teacher burnout. This study used a person-centred approach to explore the profiles of teacher burnout, transition probabilities and the associations between these aspects and resource factors. Data were collected from 3743 primary school teachers in a two-wave longitudinal test over three years. The results showed that teacher burnout exhibited six relatively stable profiles across the whole study population and that the transition of individual profiles over time followed a certain probability. Psychological capital and professional identity were important resource factors in reducing the occurrence of teacher burnout and increasing transition probability toward burnout symptom alleviation over time, while positive coping played an important role in reducing the occurrence of teacher ineffectiveness. Therefore, the results indicated that the overall teacher burnout profile was stable, a discovery which has important implications for conducting group interventions to benefit more teachers, while the individual burnout profile exhibited a latent transition probability over time. Interventions employing different resource factors can be adopted to alleviate the symptoms of different burnout profiles.
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Affiliation(s)
- Min Xie
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China; (M.X.); (S.H.)
| | - Shunsen Huang
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China; (M.X.); (S.H.)
| | - Li Ke
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China;
| | - Xia Wang
- Beijing Institute of Education Science, Beijing 100080, China;
| | - Yun Wang
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China; (M.X.); (S.H.)
- Correspondence:
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García-Rivera BR, Mendoza-Martínez IA, García-Alcaraz JL, Olguín-Tiznado JE, Camargo Wilson C, Araníbar MF, García-Alcaraz P. Influence of Resilience on Burnout Syndrome of Faculty Professors. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:910. [PMID: 35055731 PMCID: PMC8776145 DOI: 10.3390/ijerph19020910] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/26/2021] [Revised: 01/06/2022] [Accepted: 01/10/2022] [Indexed: 01/07/2023]
Abstract
This research aims to describe the relationship between resilience and burnout facing COVID-19 pandemics. The sample was n = 831 lecturers and professors of a Mexican public university. This study is a quantitative, non-experimental, cross-sectional, explanatory, and ex post facto research using Structural Equations Modeling with latent variables under the partial least square's method technique. We used the CD-RISC-25 and SBI questionnaires to measure resilience and burnout, respectively. Structural Equations Modeling (SEM-PLS) allowed the visualization of the exogenous variable (resilience) in endogenous variables (dimensions of SBI burnout: E9 guilt, E7 emotional exhaustion, E8 indolence, and E6 work illusion). To this day, there are very few previous studies that jointly analyze in Mexico the characteristics of resilience and burnout in the face of the COVID-19 pandemic. Findings show that resources availability has the strongest correlation with accomplishment in teaching, followed by cynicism and emotional exhaustion. These results have important professional implications.
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Affiliation(s)
- Blanca Rosa García-Rivera
- Faculty of Administrative and Social Sciences, Universidad Autónoma de Baja California, Valle Dorado, Ensenada 22890, BC, Mexico;
| | | | - Jorge Luis García-Alcaraz
- Department of Industrial Engineering and Manufacturing, Autonomous University of Ciudad Juarez, Ciudad Juarez 32310, CHI, Mexico
| | - Jesús Everardo Olguín-Tiznado
- Faculty of Engineering, Architecture and Design, Universidad Autonoma de Baja California, Ensenada 22860, BC, Mexico; (J.E.O.-T.); (C.C.W.)
| | - Claudia Camargo Wilson
- Faculty of Engineering, Architecture and Design, Universidad Autonoma de Baja California, Ensenada 22860, BC, Mexico; (J.E.O.-T.); (C.C.W.)
| | - Mónica Fernanda Araníbar
- Faculty of Administrative and Social Sciences, Universidad Autónoma de Baja California, Valle Dorado, Ensenada 22890, BC, Mexico;
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Cece V, Guillet‐Descas E, Lentillon‐Kaestner V. The longitudinal trajectories of teacher burnout and vigour across the scholar year: The predictive role of emotional intelligence. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22633] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Affiliation(s)
- Valérian Cece
- Department of Physical Education University of Teaching Education, State of Vaud (HEP Vaud) Lausanne Switzerland
- Laboratory of Vulnerabilities and Innovation in Sport (EA 7428) University of Claude Bernard Lyon 1—University of Lyon Lyon France
| | - Emma Guillet‐Descas
- Laboratory of Vulnerabilities and Innovation in Sport (EA 7428) University of Claude Bernard Lyon 1—University of Lyon Lyon France
| | - Vanessa Lentillon‐Kaestner
- Department of Physical Education University of Teaching Education, State of Vaud (HEP Vaud) Lausanne Switzerland
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Jiang S, Ren Q, Jiang C, Wang L. Academic stress and depression of Chinese adolescents in junior high schools: Moderated mediation model of school burnout and self-esteem. J Affect Disord 2021; 295:384-389. [PMID: 34492431 DOI: 10.1016/j.jad.2021.08.085] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Revised: 08/10/2021] [Accepted: 08/25/2021] [Indexed: 02/08/2023]
Abstract
Background Despite previous research indicates that academic stress is a risk factor for students' mental health, the mediating and moderating mechanisms underlying this relationship are less known. This study tests the mediation effect of school burnout in the association between academic stress and adolescent depression, and whether this mediation is moderated by self-esteem. Methods A sample of 552 Chinese adolescents in junior high schools (mean age = 14.48 years, SD = 0.98) is obtained through multi-stage cluster random sampling. Mediation and moderation analyses are carried out in SPSS macro PROCESS. Results The association between academic stress and depression is found to be mediated by school burnout (b = 0.200, 95% CI [0.145, 0.263]). Moreover, the effect of school burnout on depression is moderated by self-esteem, with the effect being stronger for adolescents with low self-esteem (b = 0.377, p < 0.001) than for those with high self-esteem (b = 0.218, p < 0.001). Limitations The cross-sectional design of the study does not allow causal inferences. Conclusions These findings contribute to the understanding of how academic stress predicts adolescent depression, and provide practical implications for prevention and intervention programs to protect adolescents' mental health in the school setting.
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Affiliation(s)
- Shan Jiang
- Department of Sociology, Zhejiang University, Hangzhou, Zhejiang, China.
| | - Qiang Ren
- Department of Sociology, Zhejiang University, Hangzhou, Zhejiang, China
| | - Chaoxin Jiang
- Department of Social Welfare and Risk Management, School of Public Affairs, Zhejiang University, Hangzhou, Zhejiang, China
| | - Lin Wang
- Department of Social Work, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong, China
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Kalamara E, Richardson C. Using latent profile analysis to understand burnout in a sample of Greek teachers. Int Arch Occup Environ Health 2021; 95:141-152. [PMID: 34636978 DOI: 10.1007/s00420-021-01780-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2020] [Accepted: 02/24/2021] [Indexed: 11/29/2022]
Abstract
OBJECTIVES The purpose of this study was to identify burnout profiles in Greek secondary school teachers using latent profile analysis. METHODS Burnout was measured using the Maslach Burnout Inventory (MBI) in a sample of 460 teachers. RESULTS In partial agreement with the literature, latent profile analysis revealed four profiles: Burnout (high on all three dimensions of the MBI), Engagement (low on all three), Overextended (high on exhaustion only) and Ineffective (high on inefficacy only). The most common profile among the teachers in this sample was overextended (50%). Teachers in each profile behaved differently with regard to job satisfaction and attitudes towards school-related sources of problems. In particular, Burnt-out teachers were more negative than the Engaged ones in almost all variables assessed, except educational policy, while differences between the two intermediate profiles were less marked. Engaged teachers showed the highest levels of job satisfaction, followed by Overextended and Ineffective, with Burnt-out teachers showing the lowest levels. CONCLUSIONS The derived profiles and their different attitudes showed the significance of all three dimensions of burnout syndrome. In practical terms, interventions appropriately targeted to each profile can be designed and implemented to prevent or reduce burnout.
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Affiliation(s)
- Eleni Kalamara
- European Asylum Support Office, MTC Block A, Winemakers Wharf, Grand Harbour Valletta Waterfront, Valletta, MRS 1917, Malta.
| | - Clive Richardson
- Panteion University of Social and Political Sciences, 17671, Athens, Greece
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Parte L, Herrador-Alcaide T. Teaching Disruption by COVID-19: Burnout, Isolation, and Sense of Belonging in Accounting Tutors in E-Learning and B-Learning. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:10339. [PMID: 34639635 PMCID: PMC8507832 DOI: 10.3390/ijerph181910339] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Revised: 09/22/2021] [Accepted: 09/27/2021] [Indexed: 11/19/2022]
Abstract
This study examines burnout syndrome, feelings of isolation, and sense of belonging in a sample of accounting tutors enrolled in e-learning and b-learning modalities before and after COVID-19 disruption. The study also includes several sociodemographic and labour variables to better understand the three dimensions. The participants were tutors enrolled in two accounting courses at higher education during the academic years 2019-2020 and 2020-2021. Our results do not show high levels of tutor burnout syndrome, neither before COVID-19 disruption nor after COVID-19 disruption. Findings also reveal that the isolation perception of accounting tutors is not high in both periods, while the sense of belonging of the teaching community is high in both periods. The evidence also suggests some variations in dimension scores according to sociodemographic and labour variables, but the evidence should be interpreted with caution due to the sample size. Despite this limitation, to the best of our knowledge, this is the first study that evaluates burnout, feelings of isolation, and sense of belonging in a tutor collective in e-learning and b-learning before and after COVID-19 disruption.
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Affiliation(s)
- Laura Parte
- Department of Business and Accounting, Faculty of Economics and Business Administration, Universidad Nacional de Educación a Distancia (UNED), Paseo Senda del Rey, 11, 28040 Madrid, Spain;
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21
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Psychological (In)Flexibility Mediates the Effect of Loneliness on Psychological Stress. Evidence from a Large Sample of University Professors. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18062992. [PMID: 33803920 PMCID: PMC8001878 DOI: 10.3390/ijerph18062992] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Revised: 03/05/2021] [Accepted: 03/07/2021] [Indexed: 12/11/2022]
Abstract
Psychological stress, loneliness, and psychological inflexibility are associated with poorer mental health and professional performance in university teachers. However, the relationship between these variables is understudied. The aim of the present study is to analyze the mediating role of psychological (in)flexibility on the effect of loneliness on psychological stress. A total of 902 professors from 11 universities in Ecuador were analyzed using standardized scales: the Perceived Stress Scale (PSS-14) to assess psychological stress, the Loneliness Scale Revised-Short (UCLA-3) for loneliness, and the Avoidance and Action Questionnaire (AAQ-7) and Life Engagement Test as double measures of psychological (in)flexibility. Mediation was tested by using PROCESS macro for SPSS. The results indicated that psychological flexibility mediated the relationship between loneliness and stress in university professors, regardless of sex and the measure of psychological (in)flexibility considered. The practical implications of the results are discussed herein.
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