Relations between university teachers' teaching‐related coping strategies and well‐being over time: A cross‐lagged panel analysis DOI Creative Commons
Kristina Stockinger, Martin Daumiller, Markus Dresel

et al.

British Journal of Educational Psychology, Journal Year: 2025, Volume and Issue: unknown

Published: April 23, 2025

Abstract Background University teachers' well‐being plays a critical role in their productivity and educational effectiveness. Apart from cross‐sectional research on demographic institutional/contextual correlates, insight into potential causes consequences of faculty is limited. This includes relations between different coping strategies well‐being. Aims We studied the interplay for with teaching‐related stress university over course one semester. Sample Participants were 489 German teachers (age: M = 41.1 years, SD 11.4) 34 universities. Their demographics characteristic staff. Methods reported use task‐oriented, emotion‐oriented avoidance‐oriented to manage subjective (positive negative affect; job satisfaction) at beginning (T1: November) end (T2: February) winter 2020/2021 term. Interrelations examined via cross‐lagged panel analysis. Results Task‐oriented was positively related slope changes positive affect, vice versa, time. Emotion‐oriented (rumination) negatively affect satisfaction. Negative coping. Conclusions The findings provide directions further developing supportive measures promoting teaching staff by highlighting relevance as thereof. may be particularly adaptive well‐being: same time, interventions aiming promote also facilitate task‐oriented behaviours.

Language: Английский

Relations between university teachers' teaching‐related coping strategies and well‐being over time: A cross‐lagged panel analysis DOI Creative Commons
Kristina Stockinger, Martin Daumiller, Markus Dresel

et al.

British Journal of Educational Psychology, Journal Year: 2025, Volume and Issue: unknown

Published: April 23, 2025

Abstract Background University teachers' well‐being plays a critical role in their productivity and educational effectiveness. Apart from cross‐sectional research on demographic institutional/contextual correlates, insight into potential causes consequences of faculty is limited. This includes relations between different coping strategies well‐being. Aims We studied the interplay for with teaching‐related stress university over course one semester. Sample Participants were 489 German teachers (age: M = 41.1 years, SD 11.4) 34 universities. Their demographics characteristic staff. Methods reported use task‐oriented, emotion‐oriented avoidance‐oriented to manage subjective (positive negative affect; job satisfaction) at beginning (T1: November) end (T2: February) winter 2020/2021 term. Interrelations examined via cross‐lagged panel analysis. Results Task‐oriented was positively related slope changes positive affect, vice versa, time. Emotion‐oriented (rumination) negatively affect satisfaction. Negative coping. Conclusions The findings provide directions further developing supportive measures promoting teaching staff by highlighting relevance as thereof. may be particularly adaptive well‐being: same time, interventions aiming promote also facilitate task‐oriented behaviours.

Language: Английский

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