Psychische Gesundheit bei Referendaren

Zusammenhänge zwischen psychologischer Bedürfnisbefriedigung und emotionaler Erschöpfung sowie Vitalität bei Sportlehrkräften im Vorbereitungsdienst

Zusammenfassung. Sportlehrkräfte sind mit hohen Arbeitsbelastungen konfrontiert, die insbesondere bei einem Mangel an beruflicher Bedürfnisbefriedigung zu Burnoutsymptomen führen können. Basierend auf dem Job-Demands-Ressource-Modell hat die vorliegende Untersuchung daher zum Ziel, Einflüsse von beruflicher Bedürfnisbefriedigung als Arbeitsplatzressource auf Burnout und das berufliche Engagement bei Sportlehrkräften im Vorbereitungsdienst zu untersuchen. Mittels einer Fragebogenuntersuchung werden Zusammenhänge zwischen beruflicher Bedürfnisbefriedigung und -frustration, emotionaler Erschöpfung und Vitalität an einer Stichprobe von N = 263 angehenden Sportlehrkräften untersucht. Strukturgleichungsmodelle ergaben einerseits einen signifikant negativen Effekt der Befriedigung des Autonomie- sowie des Kompetenzbedürfnisses auf Vitalität als auch einen signifikant positiven Effekt beider Bedürfnisse auf die emotionale Erschöpfung. Zudem zeigt die Frustration dieser Bedürfnisse signifikant negative Effekte auf Vitalität. Die Frustration des Bedürfnisses nach Kompetenz hat einen signifikant positiven Effekt auf emotionale Erschöpfung. Die Befunde werden mit Blick auf praktische Implikationen im Sinne einer Burnoutprävention für angehende Sportlehrkräfte diskutiert.

How to Measure the Mental Health of Teachers? Psychometric Properties of the GHQ-12 in a Large Sample of German Teachers

To improve the health status of teachers, there is a need for good and reliable instruments to continuously assess their mental health. The current study proposed the GHQ-12 questionnaire as an appropriate instrument for measuring the mental health of teachers. The GHQ-12 is a well-established screening instrument that has mostly been applied in non-teaching samples. In the current study, the psychometric properties of the questionnaire were analyzed using a large sample of German teachers (N = 3996). The data was collected yearly over an extended period of time (2012-2020). Results showed good to very good reliability, as well as high correspondence to burnout and life satisfaction scales. Principal axis factor analysis supported a two-factor structure: Factor 1 represents "depression/stress" and Factor 2 represents "loss of confidence". However, the mental health of the investigated teachers was worse than that of a representative sample in Germany. Consequently, this study highlighted the fact that the teaching profession is vulnerable to mental strain and underlined the importance of promoting prevention programs that could help to sustain and foster the mental health of teachers. In this context, the GHQ-12 could be proposed as a good and economic tool to assess and analyze mental health in German teachers. The presented norm could help practitioners and teachers to compare individual scores within a larger peer group.

Teacher Trainees’ Well-Being—The Role of Personal Resources

Teacher well-being is intrinsically associated with their personal resources, including health literacy and occupational self-regulation. However, there are few empirical findings on teacher trainees’ health literacy. Furthermore, occupational self-regulation has so far only been associated with indicators of occupational well-being. From a public health perspective, research on teacher trainees’ general well-being will benefit from taking both research aspects into account. In this study, we analysed data from 407 teacher trainees in Germany. Latent profile analysis confirmed the four occupational self-regulatory types (healthy-ambitious, unambitious, excessively ambitious, and resigned), which differed significantly on the health literacy dimensions self-regulation, self-control, self-perception, proactive approach to health, communication and cooperation, and dealing with health information. The health literacy dimensions of self-regulation and self-control were mainly related to occupational self-regulation. Independently of each other, the self-regulatory types and the health literacy dimensions of self-regulation, self-control, and proactive approach to health predicted teacher trainees’ general well-being. If both constructs are considered together, the health literacy dimensions explain more variance in teacher trainees’ general well-being than the self-regulatory types. Research and practical implications are discussed.

The Promoting Effect of Mental Health Education on Students’ Social Adaptability: Implications for Environmental

Students' mental health has always been a hot topic in colleges and universities. How to make students integrate into the collective and society faster and better is also one of the most difficult problems for educators. Students want to improve their competitiveness; not only must they have superb professional skills, but at the same time, they must have good social adaptability. Only in this way can they quickly complete their identity change and quickly adapt to workplace life. Students' social adaptability is not innate, but gradually formed through long-term positive mental health education. Considering the relationship between psychoeducation and social adaptability, in general, a good psychoeducation system is conducive to the development of students' social adaptability, and they promote each other. Good mental health education is multifaceted and sustainable for the development of social adaptability. In this context, it is necessary to formulate a targeted positive mental health education plan according to the actual situation of students, so as to comprehensively improve the comprehensive quality of students in this way.

Mental Health and Work-Related Behaviors in Management of Work Requirements of University Lecturers in Ukraine-An Age Group Comparison

Background: There are only a few national and international studies on the health of third-level professor lecturers at universities and colleges. Work-related diseases are important and relevant for occupational medicine. The aim of the study was to examine the mental health and work-related behavior and experience patterns of Ukrainian university lecturers in age group comparisons. Methods: Data were collected from 81 Ukrainian university lecturers (General Health Questionnaire (GHQ-12), Questionnaire on Work-Related Behavior and Experience Patterns (AVEM)). The university lecturers were split into 4 age groups. Results: 9.9% of higher education lecturers reported impaired mental health (GHQ-12). In all, 64.8% of the total sample showed AVEM risk patterns. There were differences in age groups (third age group scoring lower than the first age group on the GHQ total score). The first age group had significantly lower opinions of the subjective importance of work on their personal lives compared to the third and fourth age group, while the second age group had significantly lower opinions compared to the fourth age group. All individuals with impaired mental health in GHQ-12 had AVEM risk patterns. Conclusions: These results offer novel insights into the health of Ukrainian university lecturers. Occupational healthcare practitioners should take them into consideration in order to initiate appropriate interventions.