Psychometric evaluation of the depression, anxiety, and stress scale-21 (DASS-21) among Chinese primary and middle school teachers

BMC Psychology, Journal Year: 2023, Volume and Issue: 11(1)

Published: July 14, 2023

Abstract Background Teachers in high-stress roles face increasing psychological distress such as anxiety and depression, underscoring the need for validated assessment instruments. Given current absence of a comprehensive, designated, time-efficient scale capable evaluating anxiety, stress among teacher population, Depression, Anxiety, Stress Scale-21 (DASS-21) presents itself promising alternative. Despite widespread application DASS-21 assessing across various populations, its validity teachers, along with questions about factor structure potential property time equivalence, remain unverified. This study endeavors to address these considerations by investigating psychometric properties specifically within population Chinese primary middle school teachers. Methods Cross-sectional (n = 9,030) longitudinal surveys 1,642) were conducted using non-probability sampling method. In addition DASS-21, version Teachers’ Job Burnout Questionnaire (CTJBO) was utilized evaluate criterion this scale. Three different approaches, namely confirmatory analysis, Rasch network employed internal reliability, construct validity, well invariance DASS-21. Results The demonstrated high degree consistency (Cronbach’s α > 0.85) excellent convergent despite poor discriminant determined average variance extracted. Confirmatory analysis further supported validity. three-factor outperformed one- two-factor alternatives, establishing invariance. at item level identified six inappropriate items subscales, which subsequently removed. Network presented better revised network. Regression emotional exhaustion provided logical accurate results. Conclusion found be reliable valid tool measuring mental health teachers over time. To assess instrument’s properties, combination utilized, proved effective is recommended contentious Based on results study, researchers healthcare professionals are use teachers’ distress. However, certain may removed enhance appropriateness specific population.

Language: Английский

---

Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis

Frontiers in Psychology, Journal Year: 2023, Volume and Issue: 14

Published: Feb. 13, 2023

The COVID-19 pandemic has presented a unique opportunity for the advancement of online education, as billions students from 190 countries have been compelled to take classes remotely. degree satisfaction is considered one major factors in determining quality educational programs. As result, many empirical studies conducted on level with education over last two decades. However, few synthesized previous findings similar research questions. Therefore, reinforce statistical power, study aimed conduct meta-analysis examine among students, faculty, and parents before after outbreak. A total 52 English were screened six academic electronic databases, yielding 57 effect sizes using Comprehensive Meta-Analysis (CMA) software. results showed that prevalence outbreak was 59.5, 75.3, 70.7%, respectively, significant difference between rates those their faculty parents. Besides, we moderator analysis found (1) significantly higher number pre-pandemic era developed digital infrastructure emergency learning environments less satisfied than counterparts post-pandemic era, developing infrastructure, non-emergency environments. Additionally, proportion adult learners reported being compared K-12 university students. (2) situation almost double rate circumstance. With fewer remote efforts could be made by providing well-designed lessons via strengthening governments improve student satisfaction.

Language: Английский

---

Knowledge, attitudes, and practices of vocational college teachers towards occupational burnout

Frontiers in Public Health, Journal Year: 2025, Volume and Issue: 13

Published: Jan. 17, 2025

This study aimed to investigate the knowledge, attitudes, and practices (KAP) of vocational college teachers regarding occupational burnout. A cross-sectional was conducted among from 15 colleges between 20 April 2024 June 2024. Basic demographic information KAP scores were collected through a self-developed questionnaire. The Maslach Burnout Inventory-Educators Survey (MBI-ES) used assess levels total 462 valid questionnaires analysed, which 264 (57.14%) respondents female. mean attitude, practice 10.04 ± 4.61 (possible range: 0-18), 28.24 3.77 7-35), 16.68 4.01 6-30), respectively. Multivariate linear regression analysis indicated that knowledge score (β = -0.137, 95% CI: -0.251 -0.024, p 0.018), attitude -0.284, -0.424 -0.145, < 0.001), 0.320, 0.193 0.446, sleep disorders -1.915, -3.345 -0.486, 0.009) independently associated with MBI-ES scores. Structural equation modeling revealed directly influenced 0.410, 0.001) 0.312, 0.001). Knowledge -0.92, 0.024), -2.850, 1.525, affected Although demonstrate positive attitudes towards addressing burnout, they exhibit insufficient passive practices, leading an increased risk Targeted educational interventions are necessary enhance teachers' skills in managing

Language: Английский

---

A Multi-Layered Socio-Ecological Framework for Investigating Teacher Well-Being: Key Predictors and Protective Factors

Sustainability, Journal Year: 2025, Volume and Issue: 17(3), P. 900 - 900

Published: Jan. 23, 2025

Understanding the factors that influence teacher well-being is crucial as it significantly affects students, teachers, schools, and sustainability of education system, especially during prolonged emergencies. This study contributes to field by empirically testing a conceptual model in emergency contexts, specifically addressing COVID-19 school closures with sample over 19,600 teachers from Kazakhstan through an online survey design. Utilising multidimensional socio-ecological framework considers individual, home, community, national factors, this identifies key predictors self-reported well-being. Individual-level explained 9.3% variation physical (F = 118, p < 0.001, R2 0.093) 4.5% psychological 72.2, 0.045). In contrast, school- home-level demonstrated greater explanatory power, accounting for 21.9% 128, 0.219) 15.5% 89.5, 0.155) well-being, respectively. Community-level 12.8% 191, 0.128) 10.2% 324, 0.102), while national-level accounted much smaller proportions: 0.67% 21.8, 0.0067) 1.4% 83.589, 0.014). These findings highlight significant home school, well community-level predictors, on suggesting interventions targeting these areas may be particularly effective supporting The reveal Kazakhstani reported poor they generally had more positive assessment their Vulnerable groups included women, older non-Kazakh those higher levels, Russian medium mixed-medium all whom lower Additional risk identified were lack student engagement, difficult relationships parents, directive leadership style, family conflicts, inadequate resources at school. Conversely, protective such autonomy, collegiality, networking opportunities, self-efficacy emerged contributors complex interplay between cultural subjective perceptions emphasises critical role both non-emergency underscoring urgent need targeted policies programmes sustainably support enhance holistically. approach will promote Sustainable Development Goal (SDG) 3 (well-being) ensure access equitable quality (SDG 4) learners, ultimately contributing overall resilience educational systems.

Language: Английский

---

The General Mattering Scale, the Anti-Mattering Scale, and the Fear of Not Mattering Inventory: Psychometric Properties and Links with Distress and Hope Among Chinese University Students

Psychology Research and Behavior Management, Journal Year: 2023, Volume and Issue: Volume 16, P. 4445 - 4459

Published: Nov. 1, 2023

Mattering is essential to university students' mental health. Feeling valued by others or unimportant can affect their overall well-being. However, most measures for assessing mattering have been developed and tested in Western countries, with limited evaluation of the when administered students other regions. This study evaluated reliability validity three mattering-related instruments - General Scale (GMS), Anti-Mattering (AMS), Fear Not Inventory (FNMI) among Chinese using classical test theory Rasch analysis.The comprised 3594 from 19 universities across 13 provinces mainland China, a balanced gender distribution 47.2% females 52.8% males. Participants' ages ranged 18 37, averaging 20.02 years. Most (78.4%) were four-year programs, rest three-year programs. The majority freshmen (54.2%), 86.3% had siblings. predominant major was engineering (43.4%), followed roughly equal representations science, social literature/art.The scales showed high factorial validity, analysis confirming unidimensionality monotonicity, although 2 15 items (one GMS item one FNMI item) lower fit. There no substantial differences functioning between male female respondents. Further analyses indicated that mattering, anti-mattering, fear not all explained significant unique variance levels hope distress.All are suitable changes these dimensions. Moreover, each measure represents element construct terms associations distress assessed during COVID-19 pandemic.

Language: Английский

---

The long-term effects of perceived instructional leadership on teachers’ psychological well-being during COVID-19

PLoS ONE, Journal Year: 2024, Volume and Issue: 19(8), P. e0305494 - e0305494

Published: Aug. 19, 2024

The COVID-19 outbreak led to widespread school closures and the shift remote teaching, potentially resulting in lasting negative impacts on teachers' psychological well-being due increased workloads a perceived lack of administrative support. Despite significance these challenges, few studies have delved into long-term effects instructional leadership health. To bridge this research gap, we utilized longitudinal data from 927 primary secondary teachers surveyed two phases: Time 1 mid-November 2021 2 early January 2022. Using hierarchical linear modeling (HLM), our findings revealed that perceptions leadership, especially "perceived neglect teaching autonomy" at were positively correlated with burnout levels 2. Additionally, was associated distress acted as mediator between distress. In light findings, recommend schools prioritize autonomy take proactive measures mitigate distress, aiming for sustainable both students post-pandemic era.

Language: Английский

---

Factors Associated with Psychosocial Symptoms Experienced by Students in Response to COVID-19 Pandemic: A Multivariate Analysis

INQUIRY The Journal of Health Care Organization Provision and Financing, Journal Year: 2023, Volume and Issue: 60

Published: Jan. 1, 2023

The COVID-19 pandemic has significantly impacted many sectors, including the education sector. After in-person school activities were suspended due to pandemic, a number of educational institutions in Indonesia reported concerns implementing online learning institutions' unpreparedness. This issue may potentially induce mental health disorders among students and triggers long-term stress. study aimed examine factors linked psychosocial symptoms anxiety, stress, depression response early stage pandemic. An cross-sectional was conducted with 433 undergraduate senior high aged 15 26 years old, both female male. self-reported analyzed using bivariate multivariate linear regression methods. It found that percentage participants 66%, while 61% 43% experienced stress anxiety respectively. analysis presented strong correlations between gender, duration use gadgets, internet expenses, highly-interrupted learning. Furthermore, revealed only expenses. indicates are affected by COVID-19, impacts which manifest issues form anxiety. We suggest creating supportive positive family environment would help alleviate some these issues.

Language: Английский

---

Is Online Teaching Challenging Faculty Well-Being?

Administrative Sciences, Journal Year: 2022, Volume and Issue: 12(4), P. 147 - 147

Published: Oct. 27, 2022

Organizations that practice Sustainable Human Resource Management are socially responsible and concerned with the safety, health satisfaction of their employees. Under this sustainability orientation, it is very relevant to analyze whether sudden transition e-learning as a strategy adaptation COVID-19 pandemic affected well-being faculty. One hundred two college teachers at business school in Lisbon completed web-based questionnaire administrated during second lockdown due pandemic. The included Online Faculty Satisfaction Survey (OFSS) Work-Related Quality Life (WRQoL) questionnaire. We use Partial Least Squares Path Modeling derive what extent online teaching has impacted faculty measured by quality working life. Results show interaction students, student engagement, flexibility technology most factors teaching. Having control work, good conditions general for overall well-being. As proposed, positively significantly influences well-being, home–work interface job career satisfaction.

Language: Английский

---

Effects of psychological need thwarting during COVID-19 remote instruction on Chinese, math, and EFL teachers’ well-being and online teaching intentions

Scientific Reports, Journal Year: 2024, Volume and Issue: 14(1)

Published: Nov. 13, 2024

The COVID-19 pandemic's "Great Online Transition" significantly impacted teachers. Existing research on Emergency Remote Teaching (ERT) lacks longitudinal designs and consideration of subject-specific contexts. This study, using the Stressor-Strain-Outcome framework, investigates psychological needs thwarting (PNT) during ERT teachers' well-being online teaching intentions, considering subject instruction as a potential factor. Data were collected from 1,369 Chinese primary middle school teachers literature, mathematics, English Foreign Language (EFL) at two time points: weeks after implementation (Time 1, mid-November 2021) months later, returning to face-to-face 2, mid-January 2022). PNT, emotional exhaustion, distress, intention towards evaluated. Among types competence emerged strongest predictor which was, in turn, associated with reduced increased distress. EFL showed stronger associations between adverse outcomes, indicating higher susceptibility strain ERT. Subject instruction, particularly for teachers, influences relationship PNT teacher outcomes Our findings underscore need support strategies environments.

Language: Английский

---

Latent profile analysis of psychological needs thwarting in Chinese school teachers: longitudinal associations with problematic smartphone use, psychological distress, and perceived administrative support

Frontiers in Public Health, Journal Year: 2023, Volume and Issue: 11

Published: Dec. 18, 2023

Introduction In light of the significant impact that teachers have on education quality and student growth, their mental health warrants special attention. With increasing popularity Information Communication Technology (ICT) rise online teaching during pandemic, become a group prone to developing problematic smartphone use (PSU). Psychological need thwarting (PNT) has been shown be closely related PSU, psychological distress, perceived administrative support. However, most previous studies adopted variable-centered approach, which may overlook possibility three basic needs are not associated could form distinct profiles. Therefore, this study aims apply latent profile analysis identify different PNT profiles associations with Methods A longitudinal survey was conducted using convenience purposive sampling methods. The involved 1,642 primary middle school working in China over two-month interval, first assessment November 2021 (Time 1) second January 2022 2). Results results indicate three-profile model, intricately based data gathered at Time 1, is optimal: Class 1 labeled as ‘High autonomy-High competence Moderate relatedness thwarting’, 2 High 3 ‘Low thwarting’. Distinct were observed among concerning Specifically, terms score higher than being lowest while no difference found between any two these groups; scores arranged from high low 2, both time points; support, order just opposite, 3, 2. Conclusion Notably, consistent ranking classes distress support suggests lasting influence PNT. Future should explore enduring further by employing additional sets examining potential mediators or moderators beyond current study’s scope.

Language: Английский

---