Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship

Learning and Instruction, Journal Year: 2018, Volume and Issue: 58, P. 126 - 136

Published: June 19, 2018

Asked about major job stressors, teachers consistently name classroom disturbances or disciplinary problems. Furthermore, student misbehavior has been linked to reduced occupational well-being. However, there is a pressing need uncover the psychological processes explaining this association. In their model of teacher well-being, Spilt, Koomen, and Thijs (2011) suggested teacher-student relationship as mediator. To test assumption, present study used longitudinal data from N = 222 who rated in classroom, relationship, well-being terms emotional exhaustion work enthusiasm. addition, teachers' students (N 4111) were asked behavior problems class. The results revealed links between teacher-rated misbehavior, increased exhaustion, decreased Student-rated was correlated with lesser extent. positively associated mediated link teacher-perceived

Language: Английский

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Teacher emotions in the classroom and their implications for students

Educational Psychologist, Journal Year: 2021, Volume and Issue: 56(4), P. 250 - 264

Published: Oct. 2, 2021

The present contribution provides a conceptualization of teacher emotions rooted in appraisal theory and draws on several complementary theoretical perspectives to create conceptual framework for understanding the emotion–student outcome link based three psychological mechanisms: (1) direct transmission effects between student emotions, (2) mediated via teachers’ instructional relational teaching behaviors, (3) recursive back from outcomes both directly indirectly appraisals their correspondingly adapted behaviors. We then tour d’horizon empirical evidence this field research, highlighting valence-congruent links which positive relate desirable negative undesirable outcomes, but also valence-incongruent links. Last, we identify two key challenges emotion impact research suggest directions future that focus measurement, design, an extended scope considering regulation.

Language: Английский

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Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian?

System, Journal Year: 2021, Volume and Issue: 99, P. 102506 - 102506

Published: April 6, 2021

Language: Английский

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Unveiling the tapestry of teacher belief research: tracing the present and forging the future through bibliometric analysis

Current Psychology, Journal Year: 2023, Volume and Issue: 43(17), P. 15659 - 15672

Published: Dec. 20, 2023

Abstract Research on teacher beliefs has gained significant attention from scholars, resulting in a vast body of literature. To understand the current trends, themes, key contributors, and emerging areas this domain, we utilized CiteSpace to review 1,731 publications 1951 2023 through WOS database. The findings indicate that:1) Over recent decades, there been consistent increase concerning beliefs, which is still promising years. 2) research themes can be divided into professional development, teaching practices, self-efficacy, theoretical orientation, student performance. 3) There noticeable lack collaboration both across academic institutions among different authors field research. 4) In terms hotspots, it roughly external environment, belief ontology, practices. 5) frontiers, four main frontiers were identified periods: epistemological belief, implementation, inclusive education, English. This study contributes researchers’ understanding developmental trajectory research, thus providing references guidance for future endeavors.

Language: Английский

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Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies

International Journal of Environmental Research and Public Health, Journal Year: 2016, Volume and Issue: 13(9), P. 907 - 907

Published: Sept. 13, 2016

Based on an adjusted Job Demands-Resources (JD-R) model that considers the mediation of personal resources, this study examined relationships between two characteristics teachers’ work environment (i.e., emotional job demands and trust in colleagues) indicators well-being teaching satisfaction exhaustion). In particular, focused how emotion regulation strategies reappraisal suppression) mediate these relationships. Data collected from a questionnaire survey 1115 primary school teachers Hong Kong was analyzed to test hypothesized The results structural equation modeling indicated that: (1) were detrimental teacher well-being, whereas colleagues beneficial; (2) both mediated well-being; (3) who tend use more may be psychologically healthier than those adopt suppression. These findings support applicability JD-R settings highlight role well-being. Implications for improvement environments are identified.

Language: Английский

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Openness to theory and its importance for pre-service teachers’ self-efficacy, emotions, and classroom behaviour in the teaching practicum

International Journal of Educational Research, Journal Year: 2016, Volume and Issue: 77, P. 15 - 25

Published: Jan. 1, 2016

Language: Английский

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Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes

Innovation in Language Learning and Teaching, Journal Year: 2019, Volume and Issue: 15(2), P. 117 - 130

Published: Dec. 30, 2019

There remains a dearth of research on the effects student perception teacher happiness and ramifications those perceptions feelings attitudes. Using an online questionnaire, data were collected from 129 adult students ESL/EFL across world who enrolled in formal English classes intermediate to advanced level proficiency. Participants asked about their various aspects teachers' happiness, own attitudes motivation learn English. Statistical analyses revealed that was significantly (and positively) linked with students' Overall attitude motivation, as well Attitude towards teacher. This is interpreted illustration process positive emotional contagion between teachers students. Pedagogical implications results are discussed.

Language: Английский

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Teachers’ Relationship Closeness with Students as a Resource for Teacher Wellbeing: A Response Surface Analytical Approach

Frontiers in Psychology, Journal Year: 2015, Volume and Issue: 6

Published: Dec. 23, 2015

Teachers' relationship quality with students has been argued to be an important source of teacher wellbeing. Thus, the current study aimed investigate what extent teachers' closeness toward students, combined attachment security is a resource protecting against burnout. Eighty-three elementary school teachers reported on their most and least attached student's closeness, levels burnout, as measured by emotional exhaustion, depersonalization personal accomplishment. Response surface analysis (RSA), enabling researchers effect congruence/incongruence two predictors outcome, revealed that exhaustion were lowest when they developed homogenous close relationships within classroom in general made congruent experiences. No RSA model could specified for accomplishment, even though correlational increasing fostered secure experiences not directly related but enhanced capability establish students. Findings suggest are teacher's wellbeing, which highlights once again importance student-teacher education.

Language: Английский

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How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power

Contemporary Educational Psychology, Journal Year: 2020, Volume and Issue: 62, P. 101899 - 101899

Published: July 1, 2020

Language: Английский

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Teacher wellbeing and resilience: towards an integrative model

Educational Research, Journal Year: 2021, Volume and Issue: 63(4), P. 416 - 439

Published: Oct. 2, 2021

Background Teacher wellbeing and teacher resilience are frequently used constructs when discussing researching teachers' work lives. However, these terms often interchangeably without clarification, highlighting a need to strengthen both conceptual clarity understanding of the relationship between in research.Purpose To address this need, our discussion paper examines how have been conceptualised introduces an integrative model that aims elucidate two.Sources evidence main argument First, we reviewed papers addressed as well during last 10 years. In their relationship, identified four different positions. The most prominent position was supports maintenance development wellbeing. Second, based on findings, developed Aligning Wellbeing Resilience Education (AWaRE) specify two key aspects process. We explain framework, individual components outline crucial role appraisals emotions within also discuss contributes field may be framework for future research.Conclusion AWaRE describes process is embedded contextual challenges resources. Within process, at maintaining, restoring developing Further research needed, including empirical validation across teaching profession. proposed useful tool can help clarify educational contexts, assist practitioners better understand

Language: Английский

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