{"title":"教师的一刻：品味在学校教师对高压力工作事件的心理调整中的作用","authors":"C. Samios, Leshay Wells, Jessica Hellyar","doi":"10.1080/21683603.2023.2243849","DOIUrl":null,"url":null,"abstract":"ABSTRACT School teachers are likely to experience highly stressful events through their work. Thus, it is important to understand emotion regulation factors, such as savoring the moment, that might protect a school teacher’s psychological adjustment following a highly stressful work event. First, we examined whether school teachers’ ability to savor the moment buffers the psychological impact of a highly stressful work event on school teacher psychological adjustment. Second, we examined whether, following a highly stressful work event, savoring the moment relates to better psychological adjustment in school teachers through greater meaning in life. We surveyed 110 Australian school teachers (M = 40.15 years) who completed measures of psychological impact of a stressful work event, savoring the moment, psychological adjustment, and meaning in life. Regression results showed that 1) savoring the moment buffered the negative psychological impact of a highly stressful work event on psychological adjustment outcomes of depression and anxiety; and 2) meaning in life mediated the relationship between savoring the moment and psychological adjustment. The findings have theoretical and practical implications for school teacher psychological adjustment.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"11 1","pages":"321 - 333"},"PeriodicalIF":1.8000,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A moment for the teacher: The role of savoring in school teacher psychological adjustment to a highly stressful work event\",\"authors\":\"C. Samios, Leshay Wells, Jessica Hellyar\",\"doi\":\"10.1080/21683603.2023.2243849\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT School teachers are likely to experience highly stressful events through their work. Thus, it is important to understand emotion regulation factors, such as savoring the moment, that might protect a school teacher’s psychological adjustment following a highly stressful work event. First, we examined whether school teachers’ ability to savor the moment buffers the psychological impact of a highly stressful work event on school teacher psychological adjustment. Second, we examined whether, following a highly stressful work event, savoring the moment relates to better psychological adjustment in school teachers through greater meaning in life. We surveyed 110 Australian school teachers (M = 40.15 years) who completed measures of psychological impact of a stressful work event, savoring the moment, psychological adjustment, and meaning in life. Regression results showed that 1) savoring the moment buffered the negative psychological impact of a highly stressful work event on psychological adjustment outcomes of depression and anxiety; and 2) meaning in life mediated the relationship between savoring the moment and psychological adjustment. The findings have theoretical and practical implications for school teacher psychological adjustment.\",\"PeriodicalId\":52157,\"journal\":{\"name\":\"International Journal of School and Educational Psychology\",\"volume\":\"11 1\",\"pages\":\"321 - 333\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2023-08-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of School and Educational Psychology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/21683603.2023.2243849\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2023.2243849","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A moment for the teacher: The role of savoring in school teacher psychological adjustment to a highly stressful work event
ABSTRACT School teachers are likely to experience highly stressful events through their work. Thus, it is important to understand emotion regulation factors, such as savoring the moment, that might protect a school teacher’s psychological adjustment following a highly stressful work event. First, we examined whether school teachers’ ability to savor the moment buffers the psychological impact of a highly stressful work event on school teacher psychological adjustment. Second, we examined whether, following a highly stressful work event, savoring the moment relates to better psychological adjustment in school teachers through greater meaning in life. We surveyed 110 Australian school teachers (M = 40.15 years) who completed measures of psychological impact of a stressful work event, savoring the moment, psychological adjustment, and meaning in life. Regression results showed that 1) savoring the moment buffered the negative psychological impact of a highly stressful work event on psychological adjustment outcomes of depression and anxiety; and 2) meaning in life mediated the relationship between savoring the moment and psychological adjustment. The findings have theoretical and practical implications for school teacher psychological adjustment.
期刊介绍：
The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.
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