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1.
Artigo em Inglês | MEDLINE | ID: mdl-35682110

RESUMO

The quality of work and task implementation in educational institutions to a large extent depends on the personnel of those institutions. This is particularly true in the case of teaching pupils with special educational needs. The climate of education and learning and job satisfaction depend on teachers themselves. The purpose of this study was to verify the extent to which the type of educational institution (a mainstream or special school) moderates the correlation between teachers' subjective evaluation of the organizational climate, their job satisfaction, and work-related emotions. The study involved 214 teachers representing all levels of school education in Poland, i.e., primary, middle, and high schools attended by pupils with special educational needs. Half of the teachers worked in mainstream schools and the other half-in special schools. The study used: The Organizational Climate Questionnaire by Litwin and Stringer; The Satisfaction with Job Scale; and The Work Affect Scale. The results clearly suggest that the teachers' perception of the organizational climate is a strong predictor of their job satisfaction and work-related emotions. A positive climate is associated with high satisfaction and good emotions (enthusiasm and comfort) while a negative climate co-occurs with low satisfaction and bad emotions (anxiety and depression). The organizational type of institution (mainstream or special school) does not significantly affect the above predictive attribute of the organizational climate.


Assuntos
Pessoal de Educação , Satisfação no Emprego , Emoções , Docentes , Humanos , Professores Escolares/psicologia , Instituições Acadêmicas
2.
PLoS One ; 17(6): e0270125, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35709210

RESUMO

BACKGROUND: Schools provide a big opportunity for promoting the student's health, life skill, and behavior. Teachers play a fundamental role in the promotion and successful implementation of school health services. This study aimed to assess the level of involvement in the Health Promoting School program and its associated factors and to explore the benefits and barriers to involvement among high school teachers in Myanmar. METHODS: A mixed methods explanatory sequential study was conducted among 194 high school teachers in Thanlyin Township, Yangon Region, Myanmar, from June to August 2020. Quantitative data were collected with the pretested structural questionnaire and analyzed by Chi-square tests and Fisher's exact tests. A qualitative strand was added by conducting in-depth interviews (n = 15, five teachers from each level of involvement: poor, medium, and good), analyzed by thematic content analysis. RESULTS: Of the 194 teachers, 23.7% had a good level of involvement in the Health Promoting School program. The factor associated with involvement in Health Promoting School program were age (p value < 0.001), duration of services (p value = 0.001), and a number of accomplished training-related school health (p value = 0.008). Qualitative data revealed that improvement of the health knowledge and awareness on health problems, the progress of healthy behaviors, development of physical and mental health, prevention of the disease spread, achievement of healthy and productive learning environment, and development of academic achievement were major benefits of teachers' involvement. Moreover, the main barriers to involvement were insufficient materials and human resources, time constraints, incompetence of the teachers, poor cooperation of school health partnerships, and insufficient awareness of parents. CONCLUSIONS: The proportion of good involvement in the Health Promoting School program among high school teachers was low in this study area. Providing sufficient human resources and material, conducting the on-the-job and refresher training, enhancing parent-teacher cooperation, and strengthening the community partnerships were crucial to improve the level of involvement and reduced the barriers for the achievement of the Health Promoting School program.


Assuntos
Professores Escolares , Instituições Acadêmicas , Estudos Transversais , Promoção da Saúde , Humanos , Mianmar , Serviços de Saúde Escolar , Professores Escolares/psicologia
3.
Int J Qual Stud Health Well-being ; 17(1): 2088456, 2022 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-35711126

RESUMO

A growing body of research has been focusing recently on the life and well-being of students with attention-deficit/hyperactivity disorder (ADHD) and also on the well-being of their teachers. However, there is a need for in-depth, qualitative insights into ADHD issues from the teachers' perspectives. Therefore, the main aim of this qualitative study was to use thematic analysis to explore how teachers perceive the relationship with students with ADHD and the factors that influence the quality of this relationship. Sixteen teachers working with adolescent ADHD students were interviewed for this purpose. The results indicate that the quality of the teacher-ADHD student relationship is associated with the ADHD students related behaviours, ambivalent emotions of the teacher, the teacher's beliefs about ADHD and the beliefs about the determinants of the behaviour of the students with ADHD and the teacher's approaches and methods of work in the classroom. Furthermore, the results suggest that increasing the quality of the teachers' well-being is associated with knowledge of ADHD determinants, regulation of ambivalent emotions, empathy, teachers' ability to perceive positive qualities and the potentials of the students with ADHD and their motivation to teach ADHD students.


Assuntos
Transtorno do Deficit de Atenção com Hiperatividade , Adolescente , Transtorno do Deficit de Atenção com Hiperatividade/psicologia , Emoções , Humanos , Motivação , Professores Escolares/psicologia , Estudantes/psicologia
4.
Artigo em Inglês | MEDLINE | ID: mdl-35565168

RESUMO

We aimed to review the determinants of burnout onset in teachers. The study was conducted according to the PROSPERO protocol CRD42018105901, with a focus on teachers. We performed a literature search from 1990 to 2021 in three databases: MEDLINE, PsycINFO, and Embase. We included longitudinal studies assessing burnout as a dependent variable, with a sample of at least 50 teachers. We summarized studies by the types of determinant and used the MEVORECH tool for a risk of bias assessment (RBA). The quantitative synthesis focused on emotional exhaustion. We standardized the reported regression coefficients and their standard errors and plotted them using R software to distinguish between detrimental and protective determinants. A qualitative analysis of the included studies (n = 33) identified 61 burnout determinants. The RBA showed that most studies had external and internal validity issues. Most studies implemented two waves (W) of data collection with 6-12 months between W1 and W2. Four types of determinants were summarized quantitatively, namely support, conflict, organizational context, and individual characteristics, based on six studies. This systematic review identified detrimental determinants of teacher exhaustion, including job satisfaction, work climate or pressure, teacher self-efficacy, neuroticism, perceived collective exhaustion, and classroom disruption. We recommend that authors consider using harmonized methods and protocols such as those developed in OMEGA-NET and other research consortia.


Assuntos
Esgotamento Profissional , Pessoal de Educação , Esgotamento Profissional/epidemiologia , Esgotamento Profissional/psicologia , Esgotamento Psicológico , Humanos , Satisfação no Emprego , Estudos Longitudinais , Professores Escolares/psicologia
5.
PLoS One ; 17(5): e0268098, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35522650

RESUMO

In Maldives' primary schools, physical education (PE) is mainly taught by generalist classroom teachers who often lack knowledge and confidence to teach PE. Also, PE programs in primary schools are affected by a perceived lack of infrastructure, resources and equipment. Children in primary schools are allocated one 35 minute period of PE per week. Researchers have previously investigated interventions implemented by specialist PE teachers to enhance the motivation of secondary school students in PE classes. However, limited research has been conducted with generalist teachers' implementing PE intervention with primary school children. In this study we applied self-determination theory to investigate the effects of a professional learning program and an associated resource support package, that was then delivered by the Maldives generalist teachers' delivering PE. The participants were 30 primary school teachers (control group, n = 15; intervention group, n = 15), and their 725 primary school students aged 9-12 years (mean age of 10.5 years). The teachers in the group undertook eight hours of professional learning that focused on strategies and behaviours to support student satisfaction for the three main elements of self-determination theory: autonomy, competence, and relatedness. A repeated measure ANCOVA was carried out for each of the dependent variables. Overall results when compared to pre-intervention measures, the students of teachers in the intervention group significantly increased their post-intervention perceptions for autonomy, competence, and relatedness; and, increased their psychological need satisfaction. Moreover, intervention-students in the post-intervention phase reported reduced need frustration for autonomy, competence, and relatedness; and, experienced higher levels of self-efficacy, enjoyment and engagement. We contend that these results accentuate the usefulness of professional learning programs for generalist teachers delivering PE to promote students' psychological need satisfaction, whilst reducing thwarting behaviours to enhance students' self-determined motivation toward PE classes. The intervention program significantly enhanced the students' perceived need support, and autonomous motivation, it also reduced teachers' need frustrating behaviours within PE classes. Facilitating teachers to provide more moderate to vigorous physical activity (MVPA) and psychological need support could reduce the rate of non-communicable diseases that are currently prevalent in the Maldives.


Assuntos
Autonomia Pessoal , Educação Física e Treinamento , Criança , Humanos , Motivação , Professores Escolares/psicologia , Instituições Acadêmicas
6.
Front Public Health ; 10: 804546, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35387183

RESUMO

Background: According to the theory of emotional contagion, emotions in one person can trigger similar emotions in groups within social networks. In schools, the class just like a small social network, that teachers' emotion, such as depression, might be contagious to their students. However, until now there is few studies reporting this issue. This study aims to explore whether teachers' depression be contagious to students and what mechanics behind the phenomenon. Methods: Using Children's depression and cognitive scales to assess 2,579 students, meanwhile using teachers' depression and emotional labor scales assess 529 teachers. The nested data from 112 classes were analyzed. Results: Teachers' depression was positively correlated with emotional labor surface and deep acting, and teachers' depression cross-level predicted students' depression inversely. For teachers with higher levels of depression, the teacher's deep acting affected their students' depression significantly, the more effortful the teachers' deep acting, the lower the degree of the students' depression, however, for teachers with lower levels of depression, the deep acting was not significant. Conclusion: The results maybe state that depression in teachers is not readily transmitted to students, one of reasons is that teachers' emotional labor may alleviate the influence of their depression on students. However, considered that teachers' emotional labor was positively correlated with their depression, the teachers' emotional labor may be like a double-edged sword, while alleviating the influence of teachers' depression on students, it also deteriorated their own depression, making it impossible sustainable. For students' depression interventions based in school, including teachers maybe a better selection.


Assuntos
COVID-19 , Depressão , Criança , Humanos , Professores Escolares/psicologia , Instituições Acadêmicas , Estudantes/psicologia
7.
Riv Psichiatr ; 57(2): 88-93, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35426427

RESUMO

BACKGROUND: Recent years saw an increase in children with emotional problems, which negatively affects not only their mental but also physical health. The current study aims to determine the structure of psychosomatic symptoms in preschool children and develop an effective treatment method for preschool teachers to deploy. METHODS: A total of 259 children aged 4 to 5 years from Moscow preschools were divided into two groups: children (n=92) exposed to a standard education program and children (n=167) enrolled in the proposed education program for psychosomatic enhancement. The experiment lasted 6 months. RESULTS: Using the proposed education program led to substantial improvements in the following KiddyKINDL subscales from baseline: Physical Well-being (1.19-fold increase, p<0.05), Emotional Well-being (1.24-fold increase, p<0.05), Self-esteem (1.21-fold increase, p<0.05), Family (1.17-fold increase, p<0.05), and Kiddy Parents (1.2-fold increase, p<0.05). The control group demonstrated slight but not significant improvements (p>0.05). CONCLUSIONS: Therefore, the preschool teachers can use the proposed education program to enhance the psychosomatic health of preschool-aged children.


Assuntos
Pais , Professores Escolares , Pré-Escolar , Emoções , Humanos , Professores Escolares/psicologia , Autoimagem
8.
Acta Psychol (Amst) ; 226: 103580, 2022 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-35367636

RESUMO

This study investigates the patterns of relations between beliefs, emotions, and job satisfaction in 249 Italian in-service teachers. Participants were assessed on their growth and fixed mindsets, self-efficacy beliefs, emotions associated with various components of their professional engagement and job satisfaction. Mediational analyses shed light on the mediating role of teaching and role emotions in the relation between beliefs and job satisfaction. Specifically, teachers' high self-efficacy beliefs positively impact on job satisfaction if negative teaching and role emotions are contained at low levels.


Assuntos
Satisfação no Emprego , Professores Escolares , Emoções , Humanos , Professores Escolares/psicologia
9.
Front Public Health ; 10: 735811, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35462806

RESUMO

In recent years, studies exploring the link between teacher professional identity and mental health are increasing. However, such research using latent profile analysis is still scarce. The aim of this study was to examine the heterogeneity of a sample of 923 student teachers' professional identity and its association with mental health (i.e., psychological wellbeing and anxiety). By using latent profile analysis, four different profiles were identified: (1) low professional identity (LPI, 5.1%), (2) moderate professional identity (MPI, 42.7%), (3) high occupational values (HOV, 12%), and (4) high professional identity (HPI, 40.2%). The results demonstrated that psychological wellbeing and anxiety were significantly different across the four profiles. In addition, the anxiety of HOV group was not significantly with LPI and MPI groups. This study indicated that student teachers in different groups may have different mental health status.


Assuntos
Saúde Mental , Professores Escolares , Ansiedade , Humanos , Professores Escolares/psicologia , Estudantes/psicologia
10.
J Adolesc ; 94(4): 538-553, 2022 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-35383945

RESUMO

INTRODUCTION: Adolescents face increased academic demands and lower structure as they move from high school to college. Good relationships with teachers are considered a crucial factor linked with adaptive academic behavior. However, few longitudinal studies have investigated the association between teacher-student relationships and academic adaptation over time in the higher education context, especially focusing on freshmen and separating the between-person and within-person effects. This study aimed to fill the said gaps based on the developmental-contextual perspective of psychosocial adjustment. METHODS: Participants were 1578 Chinese freshmen who just transitioned from high school to college (Mage = 18.72 years, SD = 0.92). Data were collected at the 2nd (T1), 4th (T2), and 8th (T3) months upon college entry. Both cross-lagged panel model (CLPM) and random intercept, CLPM (RI-CLPM) were used to examine the focal association. RESULTS: Findings of CLPM revealed bidirectional associations between teacher-student relationships and academic adaptation over time. Findings from RI-CLPM suggested that at the between-person level, teacher-student relationships were significantly related to academic adaptation, echoing the results of CLPM. At the within-person level, however, the findings revealed a unidirectional effect, such that the within-person changes in teacher-student relationships at T2 predicted corresponding changes in academic adaptation at T3. Findings of CLPM and RI-CLPM were robust after controlling for T1 covariates. CONCLUSION: The association between teacher-student relationships and academic adaptation is due mainly to the stable, trait-like difference between individuals and due partly to state-like variations within individuals. Enhancing teacher-student relationships appears a promising avenue to facilitate academic adaptation among college freshmen.


Assuntos
Professores Escolares , Instituições Acadêmicas , Adolescente , Humanos , Estudos Longitudinais , Professores Escolares/psicologia , Estudantes/psicologia , Universidades
11.
J Sch Health ; 92(7): 637-645, 2022 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-35383943

RESUMO

BACKGROUND: Understanding teachers' appraisals of student wellness services and supports during COVID-19 is essential to strengthening services and improving student health outcomes. This mixed-method study aimed to examine US PK-12 teachers' appraisals of student wellness services and supports during COVID-19. METHODS: This study focuses on qualitative data from 291 teachers' open-ended responses to the question: "What do you wish your school leaders knew about this (wellness support) aspect of your work?" and whose responses described wellness services and supports. A qualitative content analysis was conducted by an interdisciplinary research team using open- and axial coding. RESULTS: Three main themes emerged. (1) insufficient access to mental health professionals and programming at schools, (2) concern about the quality of available services, and (3) a need for teacher professional development and support on student wellness. Statistically significant differences in teacher appraisals of insufficient access to mental health professionals and programming were found based on grade level taught and percentage of immigrant students in the school. CONCLUSION: With amplified student wellness needs, school personnel, including school leaders, must consider ways to allocate additional resources/staffing, assess the quality of services and supports, and design professional development opportunities to support teachers' involvement in supporting student wellness needs.


Assuntos
COVID-19 , Professores Escolares , COVID-19/epidemiologia , Serviços de Saúde , Humanos , Professores Escolares/psicologia , Instituições Acadêmicas , Estudantes/psicologia
12.
Artigo em Inglês | MEDLINE | ID: mdl-35270419

RESUMO

To better understand burnout and its development, researchers have shown an increasing interest in recent years in identifying different profiles of burnout and its development process. However, there have been few longitudinal studies on the profile and development of teacher burnout. This study used a person-centred approach to explore the profiles of teacher burnout, transition probabilities and the associations between these aspects and resource factors. Data were collected from 3743 primary school teachers in a two-wave longitudinal test over three years. The results showed that teacher burnout exhibited six relatively stable profiles across the whole study population and that the transition of individual profiles over time followed a certain probability. Psychological capital and professional identity were important resource factors in reducing the occurrence of teacher burnout and increasing transition probability toward burnout symptom alleviation over time, while positive coping played an important role in reducing the occurrence of teacher ineffectiveness. Therefore, the results indicated that the overall teacher burnout profile was stable, a discovery which has important implications for conducting group interventions to benefit more teachers, while the individual burnout profile exhibited a latent transition probability over time. Interventions employing different resource factors can be adopted to alleviate the symptoms of different burnout profiles.


Assuntos
Esgotamento Profissional , Pessoal de Educação , Adaptação Psicológica , Esgotamento Profissional/epidemiologia , Esgotamento Profissional/psicologia , Esgotamento Psicológico , Humanos , Professores Escolares/psicologia
13.
Artigo em Inglês | MEDLINE | ID: mdl-35270602

RESUMO

In recent decades, there has been a growing body of research showing the relationship between teaching work and several health problems, both physical and psychological. Some of these studies relate personal competencies and resources to teachers' occupational health. Based on the construct of Effective Personality, proposed by Martin del Buey, Martín Palacio, and Di Giusto, the aim was to analyse the relationship between the dimensions of the construct and Teachers' Occupational Health. A descriptive cross-sectional design was used. It was based on the application of the Teacher Health Questionnaire (CSD) and the Efficacy Personality Questionnaire-Adults (CPE-A). The sample consisted of 700 non-university teachers aged between 26 and 66 years, M = 47.65 SD = 8.68. Descriptive, correlational, linear regression, and structural equation analyses were carried out. The results confirmed the relationship between the Efficacy Personality construct and Teachers' Occupational Health (r = 0.45 **). In addition, the regression analysis indicated the relevance of each factor of Efficacy Personality in the factors of Teachers' Occupational Health. The variance of Self-efficacy is the most explained by the dimensions of Efficacy Personality (40.2%), with positive relationships. The structural equation analysis confirmed the influence between Efficacy Personality and the factors of Self-Efficacy and Satisfaction, explaining 55.0% of the variance. It is concluded, therefore, that Efficacy Personality has a protective function on Teacher Occupational Health; the higher the Efficacy Personality scores are, the better the results in health gain-Self-efficacy and satisfaction-and the lower the result in health loss-burnout, cognitive affections, musculoskeletal affections, and voice alterations. These results facilitate the design of prevention and intervention programmes for teachers' occupational health, which strengthen and improve personal and socio-affective competencies.


Assuntos
Pessoal de Educação , Saúde do Trabalhador , Adulto , Idoso , Estudos Transversais , Humanos , Pessoa de Meia-Idade , Personalidade , Fatores de Proteção , Professores Escolares/psicologia
14.
Artigo em Inglês | MEDLINE | ID: mdl-35329207

RESUMO

The main activating variables of psychological well-being and Emotional Intelligence that influence teachers include the process of evaluating well-being, their motivation, and their ability to perceive and regulate sources of stress and burnout. The relationship and influence of psychological well-being and emotional intelligence was analyzed with the adequate regulation of burnout. Those who participated included 386 active teachers (55%), and teachers in training (45%), studying for degrees in Pre-School and Primary Education, and Master's degrees in Secondary Education Teacher Training of which 71.5% were women. The following were used: Psychological Well-Being Scales, Trait Meta-Mood Scale and the Spanish Burnout Inventory. Pearson's correlation analysis and multiple regression analysis were performed. The results showed that enthusiasm for the teaching job is related to psychological well-being, especially domain of the environment and personal growth. Multiple regression analysis made it possible to establish a predictive model of well-being, showing that psychological well-being is the main adjustment predictor and/or the mismatch in the work of the teaching staff in both samples, through an adequate regulation of positive relationships, mastery of their environment and having a purpose in life.


Assuntos
Esgotamento Profissional , Esgotamento Profissional/epidemiologia , Esgotamento Profissional/psicologia , Esgotamento Psicológico , Pré-Escolar , Inteligência Emocional , Feminino , Humanos , Masculino , Motivação , Professores Escolares/psicologia , Estresse Psicológico , Inquéritos e Questionários
15.
J Sch Health ; 92(6): 561-569, 2022 06.
Artigo em Inglês | MEDLINE | ID: mdl-35318668

RESUMO

BACKGROUND: Concerns have been raised over teachers' mental health literacy in low-income countries and lower- and middle-income countries wherein pediatric mental health resources are limited. This study aims to investigate adolescent depression literacy among teachers in Eswatini and to explore the role of urbanicity. METHODS: We conducted a cross-sectional survey in 59 public high schools in Eswatini in 2019-2020. Data were collected by a paper-and-pencil questionnaire; depression literacy was assessed by the 17-item Adolescent Depression Knowledge Questionnaire. RESULTS: Teachers' adolescent depression literacy item-level correct rates fell between 27 and 80%. Although the multivariate response models indicated that teaching in urban areas was slightly associated with having higher depression literacy in general (adjusted odds ratio [aOR] = 1.46; 95% confidence interval = 1.00-2.12), such urban-rural differences did not manifest homogeneously across all items: urban teaching was significantly linked with reduced correct responses toward certain items concerning depression etiology and treatment, including "depression runs in some families," "major stress as a necessary cause," and "a curable illness" (aOR = 0.57 ∼ 0.68). CONCLUSION: Urban-rural differences in teachers' depression literacy were manifested at both scale- and item-levels. A critical need exists for urban/rural areas-tailored intervention on teachers' literacy toward mental disorders in the resource-limited regions to better improve health and developmental outcomes of students.


Assuntos
Letramento em Saúde , Professores Escolares , Adolescente , Criança , Estudos Transversais , Depressão/epidemiologia , Essuatíni , Humanos , Professores Escolares/psicologia
16.
Artigo em Inglês | MEDLINE | ID: mdl-35270334

RESUMO

COVID-19 has dramatically affected the mental health and work environment of the educational sector. Our primary aim was to investigate preschool teachers' psychological distress and work engagement during the COVID-19 outbreak, while examining the possible protective role of participating in a mindfulness-based intervention geared to foster compassion (Call2Care-Israel for Teachers; C2C-IT) and emotion regulation. The prevalence of emotional distress, work engagement, and COVID-19 concerns were evaluated in 165 preschool teachers in the early stages of the COVID-19 outbreak in Israel through questionnaires. The findings showed that preschool teachers experienced increased emotional distress. Teachers who had participated in the C2C-IT intervention six months before the pandemic outbreak (N = 41) reported lower emotional distress, higher use of adaptive emotion regulation strategies, and higher work engagement, compared to their counterparts that had not participated in the intervention (N = 124). Emotion regulation strategies mediated the link between participating in CTC-IT intervention and emotional distress and work engagement. Teaching is a highly demanding occupation, especially during a pandemic, thus making it important to invest resources in empowering this population. The findings here suggest that the implementation of a mindfulness-based intervention during the school year can enhance teachers' well-being, even during stressful events such as the COVID-19 pandemic.


Assuntos
COVID-19 , Regulação Emocional , Atenção Plena , Angústia Psicológica , COVID-19/epidemiologia , Pré-Escolar , Humanos , Pandemias/prevenção & controle , SARS-CoV-2 , Professores Escolares/psicologia , Engajamento no Trabalho
17.
PLoS One ; 17(2): e0261812, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35108298

RESUMO

Using Brofenbrenner's socio-ecological model as a conceptual framework, the objective of this study was to determine playground users (primary school staff and pupils) perceptions of the barriers and facilitators to a physically active school playground at an intra-personal (individual), inter-personal (social), environmental and policy level. Results from a series of qualitative interactions with children (n = 65) from years five and six (9 to 11 years old), and structured interviews with adult teachers (n = 11) revealed key differences in the child and adult perceptions of the playground and the purpose of break-times. A number of inter-related environmental boundaries and school policies were identified as restrictive to children's explorations and activity levels during 'free play' periods, which centred on resource availability, accessibility and health and safety. Further, traditional playground hierarchies act to promote and prevent physical activity engagement for different groups (e.g. gender and age). Finally, differences between the adult and child perception of the primary school playground were observed. Playground physical activity, during break-times appears to be affected by a number of variables at each level of the socio-ecological model. This study provides an opportunity for primary schools to reflect on primary school playground strategies and practices that are implemented at each level of the socio-ecological model to encourage a more effective use of the playground during school break-times.


Assuntos
Jogos e Brinquedos , Professores Escolares/psicologia , Estudantes/psicologia , Criança , Exercício Físico , Feminino , Grupos Focais , Humanos , Entrevistas como Assunto , Masculino , Instituições Acadêmicas
18.
Artigo em Inglês | MEDLINE | ID: mdl-35206140

RESUMO

This study aims to investigate the relationships between COVID-19-related psychological distress, social media addiction, COVID-19-related burnout, and depression. The research, which was designed according to the relational survey model, was conducted with the participation of 332 school principals and teachers who received graduate education in the field of educational administration. Research data were collected through online surveys and then structural equation modeling (SEM) was used to test and analyze the proposed hypotheses. The study's findings revealed that COVID-19-related psychological distress strongly predicted COVID-19-related burnout. In this context, as the psychological distress associated with COVID-19 increased, the sense of burnout associated with COVID-19 also increased. However, it was found that burnout associated with COVID-19 significantly and positively predicted depression. SEM results revealed that COVID-19-related psychological distress directly affected COVID-19-related burnout, depression, and social media addiction. In addition, it was determined that an indirect effect of COVID-19-related burnout and social media addiction exists in the relationship between COVID-19-related psychological distress and depression.


Assuntos
Esgotamento Profissional , COVID-19 , Angústia Psicológica , Esgotamento Profissional/epidemiologia , Esgotamento Profissional/psicologia , Esgotamento Psicológico/psicologia , COVID-19/epidemiologia , Depressão/epidemiologia , Humanos , Transtorno de Adição à Internet , Análise de Classes Latentes , SARS-CoV-2 , Professores Escolares/psicologia , Instituições Acadêmicas , Inquéritos e Questionários
19.
Proc Natl Acad Sci U S A ; 119(6)2022 02 08.
Artigo em Inglês | MEDLINE | ID: mdl-35131849

RESUMO

Children's noncognitive or socioemotional skills (e.g., persistence and self-control) are typically measured using surveys in which either children rate their own skills or adults rate the skills of children. For many purposes-including program evaluation and monitoring school systems-ratings are often collected from multiple perspectives about a single child (e.g., from both the child and an adult). Collecting data from multiple perspectives is costly, and there is limited evidence on the benefits of this approach. Using a longitudinal survey, this study compares children's noncognitive skills as reported by themselves, their guardians, and their teachers. Although reports from all three types of respondents are correlated with each other, teacher reports have the highest internal consistency and are the most predictive of children's later cognitive outcomes and behavior in school. The teacher reports add predictive power beyond baseline measures of Intelligence Quotient (IQ) for most outcomes in schools. Measures collected from children and guardians add minimal predictive power beyond the teacher reports.


Assuntos
Desenvolvimento Infantil/fisiologia , Cognição/fisiologia , Tutores Legais/psicologia , Professores Escolares/psicologia , Criança , Humanos , Inteligência/fisiologia , Estudos Longitudinais , Avaliação de Programas e Projetos de Saúde , Reprodutibilidade dos Testes , Instituições Acadêmicas , Autocontrole
20.
Artigo em Inglês | MEDLINE | ID: mdl-35206518

RESUMO

Work engagement is a core indicator that reflects the quality of teachers' occupational lives and the development of students, but few studies have explored the connection between strengths use and work engagement of teachers and the mechanisms underlying this relationship. This paper aimed to investigate how the relation of strengths use with work engagement is affected by a teacher's satisfaction of basic psychological needs. For this purpose, 648 teachers in China completed questionnaires. The results revealed that strengths use exhibited a positive correlation with work engagement and needs satisfaction. Furthermore, autonomy, competence, and relatedness satisfaction mediated the effect of strengths use on work engagement for teachers. The results suggest that autonomy, competence, and relatedness satisfaction serve as factors that mediate the effect of strengths use on work engagement. The significance and limitations of the study are discussed.


Assuntos
Pessoal de Educação , Satisfação Pessoal , Humanos , Professores Escolares/psicologia , Estudantes/psicologia , Engajamento no Trabalho
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