Pub Date : 2023-04-21DOI: 10.1080/01443410.2023.2205067
Jimin Oh, S. Wolf
Abstract Teacher burnout can directly shape students’ learning environments and outcomes, as burnt-out teachers may provide less emotional support and less positive behaviour management to students. Yet studies of the effects of burnout on student outcomes – particularly non-academic outcomes – are scarce, even more so in low-income countries. This study attempts to establish a rigorous estimate of burnout on students’ social-emotional, executive function, and social competence skills in Ghanaian primary schools. We use a generalised propensity score model, which aims to eliminate bias from unobserved characteristics, to examine how two elements of teacher burnout – emotional exhaustion and lack of personal accomplishment – predict student outcomes. We find small negative associations between teachers’ emotional exhaustion and students’ executive function, and marginally statistically significant negative associations between teachers’ emotional exhaustion and lack of personal accomplishment with students’ social competence. Implications for educational practice and future research are discussed.
{"title":"Negative effects of teacher burnout on student executive function and social-emotional outcomes","authors":"Jimin Oh, S. Wolf","doi":"10.1080/01443410.2023.2205067","DOIUrl":"https://doi.org/10.1080/01443410.2023.2205067","url":null,"abstract":"Abstract Teacher burnout can directly shape students’ learning environments and outcomes, as burnt-out teachers may provide less emotional support and less positive behaviour management to students. Yet studies of the effects of burnout on student outcomes – particularly non-academic outcomes – are scarce, even more so in low-income countries. This study attempts to establish a rigorous estimate of burnout on students’ social-emotional, executive function, and social competence skills in Ghanaian primary schools. We use a generalised propensity score model, which aims to eliminate bias from unobserved characteristics, to examine how two elements of teacher burnout – emotional exhaustion and lack of personal accomplishment – predict student outcomes. We find small negative associations between teachers’ emotional exhaustion and students’ executive function, and marginally statistically significant negative associations between teachers’ emotional exhaustion and lack of personal accomplishment with students’ social competence. Implications for educational practice and future research are discussed.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"304 - 325"},"PeriodicalIF":3.2,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42144771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-21DOI: 10.1080/01443410.2023.2219873
L. Bäulke, M. Dresel
Abstract Procrastination is a widespread phenomenon in higher education. Recently, specific aspects of the higher education course context have been theoretically linked to procrastination. Therefore, the aim of the present study was to integrate specific course characteristics (e.g., feedback structure, social norms, clarity of assignments), examine in which way they relate to procrastination, and if this relation can be explained by the satisfaction of basic needs for autonomy, relatedness, and competence. We conducted a multivariate two-level study with a sample of 90 courses with 1,809 students from different faculties and semesters. Results imply that academic procrastination is associated with specific course characteristics to a considerable degree. Basic need satisfaction was negatively related to academic procrastination at a medium level on both, the individual student level as well as the course level. Moreover, basic need satisfaction explained the relations between specific course characteristics and procrastination.
{"title":"Higher-education course characteristics relate to academic procrastination: a multivariate two-level analysis","authors":"L. Bäulke, M. Dresel","doi":"10.1080/01443410.2023.2219873","DOIUrl":"https://doi.org/10.1080/01443410.2023.2219873","url":null,"abstract":"Abstract Procrastination is a widespread phenomenon in higher education. Recently, specific aspects of the higher education course context have been theoretically linked to procrastination. Therefore, the aim of the present study was to integrate specific course characteristics (e.g., feedback structure, social norms, clarity of assignments), examine in which way they relate to procrastination, and if this relation can be explained by the satisfaction of basic needs for autonomy, relatedness, and competence. We conducted a multivariate two-level study with a sample of 90 courses with 1,809 students from different faculties and semesters. Results imply that academic procrastination is associated with specific course characteristics to a considerable degree. Basic need satisfaction was negatively related to academic procrastination at a medium level on both, the individual student level as well as the course level. Moreover, basic need satisfaction explained the relations between specific course characteristics and procrastination.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"263 - 283"},"PeriodicalIF":3.2,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43962431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-21DOI: 10.1080/01443410.2023.2205622
Helen St Clair-Thompson, Lucy Devine
Abstract Previous research has found that mental toughness is a predictor of attainment in higher education, but there is little empirical research investigating the underpinnings of this. Two studies were therefore conducted to explore why mental toughness may be important. In Study 1, 123 undergraduates completed measures of mental toughness, flow, engagement with feedback, and reported their academic attainment. Components of mental toughness, particularly commitment, were related to flow, engagement with feedback, and academic performance. Flow and engagement with feedback were found to be significant mediators of the relationship between the commitment component of mental toughness and academic performance. In Study 2, 79 participants completed a measure of mental toughness and were assigned to high or low mental toughness groups. They then completed two mathematics tasks, and received either positive, negative, or no feedback between the tasks. Those with lower mental toughness were found to perform less well following negative feedback than those with higher mental toughness. The results are discussed in terms of implications for educators who provide feedback and seek to encourage students to engage with that feedback.
{"title":"Mental toughness in higher education: exploring the roles of flow and feedback","authors":"Helen St Clair-Thompson, Lucy Devine","doi":"10.1080/01443410.2023.2205622","DOIUrl":"https://doi.org/10.1080/01443410.2023.2205622","url":null,"abstract":"Abstract Previous research has found that mental toughness is a predictor of attainment in higher education, but there is little empirical research investigating the underpinnings of this. Two studies were therefore conducted to explore why mental toughness may be important. In Study 1, 123 undergraduates completed measures of mental toughness, flow, engagement with feedback, and reported their academic attainment. Components of mental toughness, particularly commitment, were related to flow, engagement with feedback, and academic performance. Flow and engagement with feedback were found to be significant mediators of the relationship between the commitment component of mental toughness and academic performance. In Study 2, 79 participants completed a measure of mental toughness and were assigned to high or low mental toughness groups. They then completed two mathematics tasks, and received either positive, negative, or no feedback between the tasks. Those with lower mental toughness were found to perform less well following negative feedback than those with higher mental toughness. The results are discussed in terms of implications for educators who provide feedback and seek to encourage students to engage with that feedback.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"326 - 343"},"PeriodicalIF":3.2,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43332555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-21DOI: 10.1080/01443410.2023.2211751
M. Greisel, Nadine Melzner, I. Kollar, M. Dresel
Abstract It has been suggested that self-organized study groups need to regulate their learning at three levels: the self-, the co-, and the socially shared level. Yet, little is known about how individual learner characteristics influence these regulation processes. In this study, we investigate how students’ achievement goals are associated with regulation processes within groups. Two hundred and seventy-seven undergraduates were asked to imagine being part of a self-organized study group with comprehension-related and motivational problems and to name strategies they would apply to regulate their learning in this situation in an open-ended format. Achievement goals were measured using a standardised questionnaire. Results indicated that mastery- and performance-approach goals are positively associated with regulatory effort across all three levels of regulation. Performance-avoidance goals seem to have no significant relationship with regulatory effort.
{"title":"How are achievement goals associated with self-, co-, and socially shared regulation in collaborative learning?","authors":"M. Greisel, Nadine Melzner, I. Kollar, M. Dresel","doi":"10.1080/01443410.2023.2211751","DOIUrl":"https://doi.org/10.1080/01443410.2023.2211751","url":null,"abstract":"Abstract It has been suggested that self-organized study groups need to regulate their learning at three levels: the self-, the co-, and the socially shared level. Yet, little is known about how individual learner characteristics influence these regulation processes. In this study, we investigate how students’ achievement goals are associated with regulation processes within groups. Two hundred and seventy-seven undergraduates were asked to imagine being part of a self-organized study group with comprehension-related and motivational problems and to name strategies they would apply to regulate their learning in this situation in an open-ended format. Achievement goals were measured using a standardised questionnaire. Results indicated that mastery- and performance-approach goals are positively associated with regulatory effort across all three levels of regulation. Performance-avoidance goals seem to have no significant relationship with regulatory effort.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"384 - 402"},"PeriodicalIF":3.2,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44302733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-21DOI: 10.1080/01443410.2023.2206070
Wenxiao Zhang, Yanqing Li, Jing Wang
Abstract This research is set in the active learning context and focuses on students’ intentions for presentation. Following research that suggests teachers’ teaching intentions and approaches are influenced by conceptions of teaching, we tested if a similar relationship exists between students’ conceptions of teaching and their intentions for presentation. We first used an open-ended questionnaire to explore undergraduate students’ (N = 124) presentation intentions and identified four categories of intentions, i.e. Knowledge transmission, Attracting attention, Thought-provocation and discussion, and Self-expression. Based on the results, we quantitatively examined students’ intentions for presentation, conceptions of teaching, the relationship in between, and the moderating role of academic discipline (N = 551). Students deemed the four intentions equally important. They had high constructivist conceptions and low traditional conceptions. Their constructivist conceptions of teaching positively predicted all four intentions while the relationships between traditional conceptions and intentions were insignificant. These tendencies were irrespective of their disciplines. In light of the findings, we conclude that students’ intentions for presentation are audience-centred (analogues to student-centred in teaching intentions), and are influenced by their constructivist conceptions of teaching.
{"title":"How do undergraduate students’ conceptions of teaching affect their intentions for presentation?","authors":"Wenxiao Zhang, Yanqing Li, Jing Wang","doi":"10.1080/01443410.2023.2206070","DOIUrl":"https://doi.org/10.1080/01443410.2023.2206070","url":null,"abstract":"Abstract This research is set in the active learning context and focuses on students’ intentions for presentation. Following research that suggests teachers’ teaching intentions and approaches are influenced by conceptions of teaching, we tested if a similar relationship exists between students’ conceptions of teaching and their intentions for presentation. We first used an open-ended questionnaire to explore undergraduate students’ (N = 124) presentation intentions and identified four categories of intentions, i.e. Knowledge transmission, Attracting attention, Thought-provocation and discussion, and Self-expression. Based on the results, we quantitatively examined students’ intentions for presentation, conceptions of teaching, the relationship in between, and the moderating role of academic discipline (N = 551). Students deemed the four intentions equally important. They had high constructivist conceptions and low traditional conceptions. Their constructivist conceptions of teaching positively predicted all four intentions while the relationships between traditional conceptions and intentions were insignificant. These tendencies were irrespective of their disciplines. In light of the findings, we conclude that students’ intentions for presentation are audience-centred (analogues to student-centred in teaching intentions), and are influenced by their constructivist conceptions of teaching.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"363 - 383"},"PeriodicalIF":3.2,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43221763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-21DOI: 10.1080/01443410.2023.2212889
Hugo Marques, Rute Brites, O. Nunes, J. Hipólito, Tânia Brandão
Abstract The prevalence of burnout among university students is increasing with consequences for their academic performance. Attachment theory, as a theory of affect regulation and interpersonal relationships, may be an important framework that helps to explain why some students experience academic burnout while others do not. This study aims to examine the links between attachment orientations and levels of academic burnout and to explore the mediating role of emotion regulation strategies in this relationship. This cross-sectional study included 205 students from different Portuguese universities. Multiple mediation models conducted in PROCESS showed that both attachment anxiety and attachment avoidance were associated with higher levels of personal and academic-related burnout. Additionally, rumination and suppression mediated the association between attachment anxiety and burnout while putting into perspective and suppression mediated the association between attachment avoidance and burnout. Results are discussed in the light of attachment theory and clinical implications are provided to prevent academic-related burnout.
{"title":"Attachment, emotion regulation, and burnout among university students: a mediational hypothesis","authors":"Hugo Marques, Rute Brites, O. Nunes, J. Hipólito, Tânia Brandão","doi":"10.1080/01443410.2023.2212889","DOIUrl":"https://doi.org/10.1080/01443410.2023.2212889","url":null,"abstract":"Abstract The prevalence of burnout among university students is increasing with consequences for their academic performance. Attachment theory, as a theory of affect regulation and interpersonal relationships, may be an important framework that helps to explain why some students experience academic burnout while others do not. This study aims to examine the links between attachment orientations and levels of academic burnout and to explore the mediating role of emotion regulation strategies in this relationship. This cross-sectional study included 205 students from different Portuguese universities. Multiple mediation models conducted in PROCESS showed that both attachment anxiety and attachment avoidance were associated with higher levels of personal and academic-related burnout. Additionally, rumination and suppression mediated the association between attachment anxiety and burnout while putting into perspective and suppression mediated the association between attachment avoidance and burnout. Results are discussed in the light of attachment theory and clinical implications are provided to prevent academic-related burnout.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"344 - 362"},"PeriodicalIF":3.2,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43288902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-02DOI: 10.5604/01.3001.0016.3397
Maciej Gąsienica-Szostak, Martyna Przewoźniak
Introduction: Courageous behaviour could be determined by both genes (talent) and environment (upbringing). The purpose of this study is to describe the elationship between participants levels of declarative courage and the intensity of the sensation-seeking trait. For the purposes of the study, courage was defined as the willingness to take action in the face of risk (Woodard, 2007). Method: The study was conducted using a questionnaire method, the level of selected trait variables was measured using the Woodard Pury Courage Scale-23 (WPCS-23), Brief Sensation Seeking Scale (BSSS), Polish adaptation of the Moral Foundations Questionnaire (MFQ-PL). The WPCS-23 and BSSS were translated into Polish for the purposes of the study in a backtranslation the authors of the original versions. Results: The general indicator of sensation seeking has been shown to be positively related to courage; moreover, experience seeking and adventure and excitement seeking have been shown related to courage stronger than susceptibility to boredom, disengagement. Experience-seeking, adventure-seeking and excitement-seeking are predictors of respondents levels of courage. The structure of morality has little relation to the courage of participants. No moral code is a predictor for courage. Conclusions: The study was conducted to explore the relation between sensation seeking and different categories of morality with courage and the nature of human behaviour in social situations. We were interested in the structure of sensationseeking among the respondents and what traits/values guide them when making decisions. This study has proven that sensation seeking is a predictor of courage. The participants morality has shown little relationship to courage. In further research, we suggest focusing on the social aspectsof courage versus sensation seeking and morality with a larger and representative sample.
{"title":"Seeking courage: how courage is linked with sensation seeking and morality","authors":"Maciej Gąsienica-Szostak, Martyna Przewoźniak","doi":"10.5604/01.3001.0016.3397","DOIUrl":"https://doi.org/10.5604/01.3001.0016.3397","url":null,"abstract":"Introduction: Courageous behaviour could be determined by both genes (talent) and environment (upbringing). The purpose of this study is to describe the elationship between participants levels of declarative courage and the intensity of the sensation-seeking trait. For the purposes of the study, courage was defined as the willingness to take action in the face of risk (Woodard, 2007). Method: The study was conducted using a questionnaire method, the level of selected trait variables was measured using the Woodard Pury Courage Scale-23 (WPCS-23), Brief Sensation Seeking Scale (BSSS), Polish adaptation of the Moral Foundations Questionnaire (MFQ-PL). The WPCS-23 and BSSS were translated into Polish for the purposes of the study in a backtranslation the authors of the original versions. Results: The general indicator of sensation seeking has been shown to be positively related to courage; moreover, experience seeking and adventure and excitement seeking have been shown related to courage stronger than susceptibility to boredom, disengagement. Experience-seeking, adventure-seeking and excitement-seeking are predictors of respondents levels of courage. The structure of morality has little relation to the courage of participants. No moral code is a predictor for courage. Conclusions: The study was conducted to explore the relation between sensation seeking and different categories of morality with courage and the nature of human behaviour in social situations. We were interested in the structure of sensationseeking among the respondents and what traits/values guide them when making decisions. This study has proven that sensation seeking is a predictor of courage. The participants morality has shown little relationship to courage. In further research, we suggest focusing on the social aspectsof courage versus sensation seeking and morality with a larger and representative sample.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49088256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-02DOI: 10.5604/01.3001.0053.3995
Marta Bodecka-Zych
Making hostile attributions, that is, interpreting the behaviour of others as intentional and hostile, increases the likelihood of aggression. Hostile attributional style begins to form in childhood and is related, among others, to the quality of the parental relationship. The aim of the current project is to examine: whether the fathers attributional style predicts the sons attributional style; what role perceived personality resemblance plays in the transmission of the tendency to make hostile attributions from father to son; and whether there are effective ways to reduce hostile attributions. The project involves research with diverse methods and techniques. The final goal of the research is not only to improve knowledge of hostile attributions but also to provide practitioners with effective tools for working with adolescents displaying a tendency to make them.
{"title":"Transgenerational transmission of hostility bias from father to son. How to effectively reduce hostile interpretations of social encounters? information about the research project","authors":"Marta Bodecka-Zych","doi":"10.5604/01.3001.0053.3995","DOIUrl":"https://doi.org/10.5604/01.3001.0053.3995","url":null,"abstract":"Making hostile attributions, that is, interpreting the behaviour of others as intentional and hostile, increases the likelihood of aggression. Hostile attributional style begins to form in childhood and is related, among others, to the quality of the parental relationship. The aim of the current project is to examine: whether the fathers attributional style predicts the sons attributional style; what role perceived personality resemblance plays in the transmission of the tendency to make hostile attributions from father to son; and whether there are effective ways to reduce hostile attributions. The project involves research with diverse methods and techniques. The final goal of the research is not only to improve knowledge of hostile attributions but also to provide practitioners with effective tools for working with adolescents displaying a tendency to make them.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47619366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-02DOI: 10.5604/01.3001.0016.3381
Elżbieta Napora, Elżbieta Kornacka-Skwara
The planned research pursued two objectives. The first goal was to determine whether the selected variables: resilience and communication with peers, show a relationship with stress coping. The second to predict, based on selected variables, the coping with stress by adolescents divided by their age. Research conducted using the Adolescent Communicationwith Peers Scale (SKAR), the Resilience Measurement Scale (SPP-18) and the Coping Questionnaire in Stressful Situations (CISS) on a group of 546 adolescents divided into younger 1416 years of age. (37%) and older aged 1719 (63%) showed that the age of adolescents plays an important role in coping with stress. Among the predictors conducive to copingwith stress in the examined people, both in younger and older adolescents, there is openness in communication with peers. The sense of humour and openness to new experiences (dimension of resilience) showed a positive relationship in both the younger and the older group of adolescents. The general conclusion of the research is that mental resilience andopenness in peer relationships are conducive to undertaking task-oriented strategies of coping with stress by both younger and older adolescents.
{"title":"Communication and resilience as predictors of coping with stress. Differentiating role of the age of the examined adolescents","authors":"Elżbieta Napora, Elżbieta Kornacka-Skwara","doi":"10.5604/01.3001.0016.3381","DOIUrl":"https://doi.org/10.5604/01.3001.0016.3381","url":null,"abstract":"The planned research pursued two objectives. The first goal was to determine whether the selected variables: resilience and communication with peers, show a relationship with stress coping. The second to predict, based on selected variables, the coping with stress by adolescents divided by their age. Research conducted using the Adolescent Communicationwith Peers Scale (SKAR), the Resilience Measurement Scale (SPP-18) and the Coping Questionnaire in Stressful Situations (CISS) on a group of 546 adolescents divided into younger 1416 years of age. (37%) and older aged 1719 (63%) showed that the age of adolescents plays an important role in coping with stress. Among the predictors conducive to copingwith stress in the examined people, both in younger and older adolescents, there is openness in communication with peers. The sense of humour and openness to new experiences (dimension of resilience) showed a positive relationship in both the younger and the older group of adolescents. The general conclusion of the research is that mental resilience andopenness in peer relationships are conducive to undertaking task-oriented strategies of coping with stress by both younger and older adolescents.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48371201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-02DOI: 10.5604/01.3001.0016.3382
Piotr Klimczyk
Introduction: Aim of the article is to present a conducted study that bases its theory on the narrative approach in psychology. Participants of this study were working teachers who varied in job seniority. The aim of the study was to describe how teachers perceive the reality of schools work if and how it changed between the first days of work and present times, what critical events influenced view of schools reality, and how they perceive modern pupils. The conclusions of this study show a negative image of work in school, burnout symptoms in teachersthat took part in the study, and upholding feeling of vivid, unfavourable, social image of teachers. Method: To answer the question regarding how active teacher constructs their narratives about schools reality data, collected by using an online constructed questionnaire, was analysed using guidelines from a method of interpretative-phenomenological analysis. Results: Results show a negative view of work in school, symptoms of burnout, and awareness of a negative social view on teachers. Conclusions: Narratives regarding the schools reality, described by active teachers, have a pessimistic tone. In these stories a common theme is that of a negative view on work in school, some of them contain content about career burnout and an unsympathetic point of view regarding teachers in society. Qualitative studies of teachers narratives can be a way of better understanding the psychological states of teachers which could lead to implementing some sorts of changes in the work environment regarding, for example, career burnout.
{"title":"Schools reality captured in words teachers narrative perspective","authors":"Piotr Klimczyk","doi":"10.5604/01.3001.0016.3382","DOIUrl":"https://doi.org/10.5604/01.3001.0016.3382","url":null,"abstract":"Introduction: Aim of the article is to present a conducted study that bases its theory on the narrative approach in psychology. Participants of this study were working teachers who varied in job seniority. The aim of the study was to describe how teachers perceive the reality of schools work if and how it changed between the first days of work and present times, what critical events influenced view of schools reality, and how they perceive modern pupils. The conclusions of this study show a negative image of work in school, burnout symptoms in teachersthat took part in the study, and upholding feeling of vivid, unfavourable, social image of teachers. Method: To answer the question regarding how active teacher constructs their narratives about schools reality data, collected by using an online constructed questionnaire, was analysed using guidelines from a method of interpretative-phenomenological analysis. Results: Results show a negative view of work in school, symptoms of burnout, and awareness of a negative social view on teachers. Conclusions: Narratives regarding the schools reality, described by active teachers, have a pessimistic tone. In these stories a common theme is that of a negative view on work in school, some of them contain content about career burnout and an unsympathetic point of view regarding teachers in society. Qualitative studies of teachers narratives can be a way of better understanding the psychological states of teachers which could lead to implementing some sorts of changes in the work environment regarding, for example, career burnout.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"1 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41690338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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