How teachers' appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisals

被引：2

作者：

Clara, Marc ^{[1
]}

Valles, Alba ^{[1
]}

Franch, Aina ^{[1
]}

Coiduras, Jordi ^{[1
]}

Silva, Patricia ^{[2
]}

Cavalcante, Silvia ^{[1
]}

机构：

[1] Univ Lleida, Avinguda Estudi Gen 4, Lleida 25001, Spain

[2] Univ Barcelona, Passeig Vall Hebron 171, Barcelona 08035, Spain

来源：

TEACHING AND TEACHER EDUCATION | 2023年 / 130卷

关键词：

Cognitive appraisal; Narrative; Teachers' emotion; Teachers' burnout; Teachers' resilience; Teachers' well-being; CORE RELATIONAL THEMES; OCCUPATIONAL STRESS; RESILIENCE; BURNOUT; US; METAANALYSIS; RELIABILITY; CONSISTENCY; CAUSATION; ALPHA;

D O I：

10.1016/j.tate.2023.104166

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper studies the narratives of 73 teachers and analyzes how different narrative structures predict teachers' emotional exhaustion, depersonalization, personal accomplishment, well-being, and resilience. We found that "they know how"-, "they can"-, and "I do"-type narrative structures were protective for emotional exhaustion and well-being, while "they don't want"-, "they can't"-, "they don't do"-, and "I don't do"-type structures were risky for emotional exhaustion, depersonalization, resilience and well-being. These results provide evidence of the differential role of appraisal in teachers' emotions, as well as the types of narrative structures that should be promoted in the construction and reconstruction of teachers' appraisals.(c) 2023 Elsevier Ltd. All rights reserved.

引用

页数：13

共 31 条

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