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Cao J, Zhang W. Investigating the impact of value congruence on work engagement in EFL teachers: the role of teacher enthusiasm. Front Psychol 2023; 14:1264126. [PMID: 37901068 PMCID: PMC10602730 DOI: 10.3389/fpsyg.2023.1264126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Accepted: 09/19/2023] [Indexed: 10/31/2023] Open
Abstract
Introduction This research aimed to investigate the influence of value congruence on EFL (English as a Foreign Language) teachers' work engagement, with a focus on the mediating role of teacher enthusiasm. Methods A sample of EFL teachers (N = 453) in China participated in the study. Data were collected using self-report measures, including the Value Congruence Scale, Teacher Enthusiasm Scale, and Work Engagement Scale. Structural equation modeling was employed to analyze the data and test the proposed model. Results The results revealed that value congruence had a significant positive direct effect on work engagement. Furthermore, teacher enthusiasm was found to mediate the relationship between value congruence and work engagement. Discussion These findings suggest that when EFL teachers perceive a congruence between their personal values and the values upheld by their educational institutions, they are more likely to experience higher levels of work engagement, and this relationship is partially explained by their level of enthusiasm. The study contributes to the understanding of the factors that influence EFL teachers' work engagement and highlights the importance of value congruence and teacher enthusiasm in fostering a positive work environment. These findings have implications for the development of interventions and practices aimed at enhancing EFL teachers' well-being and job satisfaction.
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Affiliation(s)
- Jing Cao
- School of Foreign Languages, North China Institute of Science and Technology, Tangshan, China
| | - Weijing Zhang
- Department of Humanities and Law, Hebei University of Engineering, Handan, China
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Li F, Mohammaddokht F, Hosseini HM, Fathi J. Reflective teaching and academic optimism as correlates of work engagement among university instructors. Heliyon 2023; 9:e13735. [PMID: 36865456 PMCID: PMC9971167 DOI: 10.1016/j.heliyon.2023.e13735] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Revised: 02/07/2023] [Accepted: 02/10/2023] [Indexed: 02/17/2023] Open
Abstract
As teaching is a complex and demanding activity especially in university and higher education contexts, exploring the correlates of work engagement in university contexts seems to be a promising research area. As an attempt to further clarify this research area, this study sought to examine the significance of reflective teaching and academic optimism as correlates of work engagement among university instructors in Iran. Having been selected via convenience sampling, a sample of 289 Iranian English as a foreign language (EFL) university instructors participated in this survey. The electronic versions of the scales of teacher academic optimism, reflective teaching, and work engagement were administered to the participants. Initially, the construct validity of the scales was verified for the university contexts via performing confirmatory factor analysis. Then the hypothesized structural relationships among the constructs were tested using structural equation modelling (SEM). The results demonstrated that both reflective teaching and academic optimism significantly predicted work engagement among English university instructors. Some notable implications are finally discussed based on these findings.
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Affiliation(s)
- Fangyuan Li
- Electronic Information School, Zhejiang Business Technology Institute, Zhejiang Province, 315012, China
| | - Farnoosh Mohammaddokht
- Department of English and Linguistics, Faculty of Language and Literature, University of Kurdistan, Sanandaj, Iran
| | - Hamed Mohammad Hosseini
- Department of English Language and Literature, Faculty of Language and Literature, Islamic Azad University, Iran
| | - Jalil Fathi
- Department of English and Linguistics, Faculty of Language and Literature, University of Kurdistan, Sanandaj, Iran,Corresponding author.
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Zhang B, Luo J, Sun T, Cao M, Drasgow F. Small but Nontrivial: A Comparison of Six Strategies to Handle Cross-Loadings in Bifactor Predictive Models. MULTIVARIATE BEHAVIORAL RESEARCH 2023; 58:115-132. [PMID: 34357822 DOI: 10.1080/00273171.2021.1957664] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
The bifactor model is a promising alternative to traditional modeling techniques for studying the predictive validity of hierarchical constructs. However, no study to date has systematically examined the influence of cross-loadings on the estimation of regression coefficients in bifactor predictive models. Therefore, we present a systematic examination of the statistical performance of six modeling strategies to handle cross-loadings in bifactor predictive models: structural equation modeling (SEM), exploratory structural equation modeling (ESEM) with target rotation, Bayesian structural equation modeling (BSEM), and each of the three with augmentation. Results revealed four clear patterns: 1) forcing even small cross-loadings to zero was detrimental to empirical identification, estimation bias, power and Type I error rates; 2) the performance of ESEM with target rotation was unexpectedly weak; 3) augmented BSEM had satisfactory performance in an absolute sense and outperformed the other five strategies across most conditions; 4) augmentation improved the performance of ESEM and SEM, although the degree of improvement was not as substantial as that of BSEM. In addition, we also presented an empirical example to show the feasibility of the proposed approach. Overall, these findings can help users of bifactor predictive models design better studies, choose more appropriate analytical strategies, and obtain more reliable results. Implications, limitations, and future directions are discussed.
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Affiliation(s)
- Bo Zhang
- Department of Psychological & Brain Sciences, Texas A & M University
| | - Jing Luo
- Feinberg School of Medicine, Northwestern University
| | - Tianjun Sun
- Department of Psychological Sciences, Kansas State University
| | | | - Fritz Drasgow
- Department of Psychology, University of Illinois at Urbana Champaign
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4
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Wettstein A, Schneider S, Jenni G, Holtforth MG, Tschacher W, La Marca R. Association between workaholism, vital exhaustion, and hair cortisol concentrations among teachers: A longitudinal study testing the moderation effect of neuroticism. Front Psychol 2022; 13:1046573. [PMID: 36591097 PMCID: PMC9797672 DOI: 10.3389/fpsyg.2022.1046573] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Accepted: 11/29/2022] [Indexed: 12/23/2022] Open
Abstract
Introduction Workaholism in teachers is characterized by the willingness to work until exhausted and may be associated with various adverse health outcomes as well as high economic costs. The present study examines the association between workaholism, vital exhaustion (VE), and hair cortisol concentration (HCC) as indicators of chronic stress. In addition, this study explores the moderating role of the personality trait neuroticism on the relationship between workaholism and chronic stress indicators, i.e., VE and HCC. Methods Forty-two Swiss teachers (28 females; M age = 39.66, SD = 11.99) completed questionnaires assessing VE (Maastricht Vital Exhaustion Questionnaire), workaholism (Measure of Coping Capacity Questionnaire), and neuroticism (Big-Five Inventory). Together with VE, HCC was assessed twice, with a one year lag. Results Both workaholism and neuroticism were positively associated with VE at both time points but not with HCC. Moderation analyses revealed a positive relationship between workaholism and VE in teachers with high neuroticism, while no such association was observed in teachers with low neuroticism. No associations were found between self-reports and HCC. Discussion These findings emphasize the importance of considering individual characteristics when investigating VE. Further research is necessary to investigate the applicability of HCC as a biomarker of chronic stress in the context of work.
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Affiliation(s)
- Alexander Wettstein
- Department of Research and Development, University of Teacher Education Bern, Bern, Switzerland,*Correspondence: Alexander Wettstein,
| | - Sandra Schneider
- Department of Research and Development, University of Teacher Education Bern, Bern, Switzerland,Department of Psychology, Clinical Psychology and Psychotherapy, University of Bern, Bern, Switzerland
| | - Gabriel Jenni
- Department of Research and Development, University of Teacher Education Bern, Bern, Switzerland
| | - Martin grosse Holtforth
- Department of Psychology, Clinical Psychology and Psychotherapy, University of Bern, Bern, Switzerland,Department of Neurology, Psychosomatic Medicine, Bern University Hospital, Bern, Switzerland
| | - Wolfgang Tschacher
- Experimental Psychology Division, University Clinic for Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland
| | - Roberto La Marca
- Department of Research and Development, University of Teacher Education Bern, Bern, Switzerland,Centre for Stress-Related Disorders, Clinica Holistica Engiadina, Susch, Switzerland,Department of Clinical Psychology and Psychotherapy, University of Zurich, Zürich, Switzerland
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5
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Gegenfurtner A. Bifactor exploratory structural equation modeling: A meta-analytic review of model fit. Front Psychol 2022; 13:1037111. [PMID: 36389589 PMCID: PMC9643583 DOI: 10.3389/fpsyg.2022.1037111] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Accepted: 10/06/2022] [Indexed: 12/03/2022] Open
Abstract
Multivariate behavioral research often focuses on latent constructs—such as motivation, self-concept, or wellbeing—that cannot be directly observed. Typically, these latent constructs are measured with items in standardized instruments. To test the factorial structure and multidimensionality of latent constructs in educational and psychological research, Morin et al. (2016a) proposed bifactor exploratory structural equation modeling (B-ESEM). This meta-analytic review (158 studies, k = 308, N = 778,624) aimed to estimate the extent to which B-ESEM model fit differs from other model representations, including confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), hierarchical CFA, hierarchical ESEM, and bifactor-CFA. The study domains included learning and instruction, motivation and emotion, self and identity, depression and wellbeing, and interpersonal relations. The meta-analyzed fit indices were the χ2/df ratio, the comparative fit index (CFI), the Tucker-Lewis index (TLI), the root mean square error of approximation (RMSEA), and the standardized root mean squared residual (SRMR). The findings of this meta-analytic review indicate that the B-ESEM model fit is superior to the fit of reference models. Furthermore, the results suggest that model fit is sensitive to sample size, item number, and the number of specific and general factors in a model.
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Tao W. Understanding the relationships between teacher mindfulness, work engagement, and classroom emotions. Front Psychol 2022; 13:993857. [PMID: 36248498 PMCID: PMC9557741 DOI: 10.3389/fpsyg.2022.993857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Accepted: 09/15/2022] [Indexed: 11/29/2022] Open
Abstract
This cross-sectional study investigated the relationships between teacher mindfulness, work engagement, and classroom emotions composed of positive and negative emotions. A sample of 498 Chinese primary, secondary, and high school teachers completed an anonymous online questionnaire. Descriptive analysis, bivariate correlation, and a series of regression equations were conducted to analyze the data. The results indicate that teacher mindfulness, work engagement, and classroom emotions are all at the intermediate level, and significantly correlated. The effect of teacher mindfulness on classroom emotions is partially mediated by work engagement. In addition, negative emotions partially mediate the effect of teacher mindfulness on work engagement, while positive emotions fully mediate it. These results highlight the importance of fostering teacher mindfulness through mindfulness-based intervention, developing teacher emotion regulation competence in teacher education, and cultivating supportive classroom and school culture for teachers to experience more positive emotions from students and administrators.
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Part R, Perera HN, Mefferd K, Miller CJ. Decomposing Trait and State Variability in General and Specific Subjective Task Value Beliefs. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Longitudinal relationship between teacher self-efficacy and work engagement: Testing the random-intercept cross-lagged panel model. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Wang J, Zhang X, Zhang LJ. Effects of Teacher Engagement on Students' Achievement in an Online English as a Foreign Language Classroom: The Mediating Role of Autonomous Motivation and Positive Emotions. Front Psychol 2022; 13:950652. [PMID: 35846620 PMCID: PMC9284120 DOI: 10.3389/fpsyg.2022.950652] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2022] [Accepted: 06/15/2022] [Indexed: 11/13/2022] Open
Abstract
As an important factor promoting students' learning behavior and achievement, teacher engagement has been largely neglected in the research literature on English as a foreign language (EFL) and applied linguistics. Moreover, the few studies have focused more on conventional classrooms rather than online learning contexts and failed to reveal how teacher engagement in the online foreign language classroom affected students' achievement. The present study assessed 546 university students in China using self-report questionnaires to examine the relationship between teacher engagement and students' achievement in an online EFL course over an 18-week semester, taking into account the possible mediating effects of autonomous motivation and positive academic emotions. The results showed that teacher engagement exerted a direct and positive impact on students' English achievement. Students' autonomous motivation and enjoyment mediated the association between teacher engagement and English achievement, but the mediating effects of relief were not significant. Additionally, teacher engagement affected students' English achievement through the chain mediation of autonomous motivation and positive academic emotions (enjoyment and relief). Relief displayed a smaller effect on students' English achievement than enjoyment did. These findings elucidate the impact of teacher engagement on students' English achievement in the online environment and support the utility of self-determination theory and control-value theory in explaining foreign language learning. Directions for future research and implications for education are also presented.
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Affiliation(s)
- Jianhua Wang
- School of Foreign Languages, Renmin University of China, Beijing, China
- School of Foreign Languages, Huaqiao University, Xiamen, China
| | - Xi Zhang
- School of Foreign Languages, Renmin University of China, Beijing, China
| | - Lawrence Jun Zhang
- Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand
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Xiao Y, Fathi J, Mohammaddokht F. Exploring a Structural Model of Teaching Enjoyment, Teacher Self-Efficacy, and Work Engagement. Front Psychol 2022; 13:918488. [PMID: 35783707 PMCID: PMC9244399 DOI: 10.3389/fpsyg.2022.918488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Accepted: 05/24/2022] [Indexed: 11/17/2022] Open
Abstract
Due to the complexity of teaching, determining the variables influencing teachers' work engagement is a rewarding research area. In line with this research agenda, the purpose of this study was to test a structural model of work engagement based on teacher self-efficacy and teaching enjoyment among English as a foreign language (EFL) teachers. For this purpose, 315 Iranian English instructors completed an online survey. Initially, the measurement models for the three latent variables were averred via conducting confirmatory factor analysis (CFA). Following that, structural equation modeling (SEM) was utilized to test the hypothesized model. SEM results showed that both self-efficacy and teaching enjoyment were the significant predictors of teachers' work engagement, although teacher self-efficacy was a stronger predictor than teaching enjoyment. The findings might have notable implications for English teachers.
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Affiliation(s)
- Yan Xiao
- Shanghai Customs College, Shanghai, China
| | - Jalil Fathi
- Faculty of Language and Literature, Department of English and Linguistics, University of Kurdistan, Sanandaj, Iran
| | - Farnoosh Mohammaddokht
- Faculty of Language and Literature, Department of English and Linguistics, University of Kurdistan, Sanandaj, Iran
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Pöysä S, Pakarinen E, Lerkkanen MK. Profiles of Work Engagement and Work-Related Effort and Reward Among Teachers: Associations to Occupational Well-Being and Leader–Follower Relationship During the COVID-19 Pandemic. Front Psychol 2022; 13:861300. [PMID: 35645877 PMCID: PMC9133838 DOI: 10.3389/fpsyg.2022.861300] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Accepted: 04/19/2022] [Indexed: 11/13/2022] Open
Abstract
This study examined teachers’ occupational well-being by identifying profiles based on teachers’ self-ratings of work engagement as well as work-related effort and reward. It also did so by examining whether the identified subgroups differed with respect to teachers’ self-reported occupational stress and emotional exhaustion as well as with respect to work-related resources such as the individual resource of work meaningfulness and the leader-level resource of the leader–follower relationship. The participants in the study were 321 Finnish elementary school teachers. The data were collected in spring 2021, that is, at the time when the COVID-19 pandemic was present, yet there were no national school closures. Three groups of teachers were identified with latent profile analysis: (1) teachers recognized as being poorly engaged with the highest effort and lowest reward (4.7%); (2) teachers recognized as being averagely engaged with higher effort than reward (32.1%); and (3) teachers recognized as being highly engaged with higher reward than effort (63.2%). The subsequent analyses examining the differences among the profile groups revealed, for example, that each profile group differed with respect to the individual resource of work meaningfulness and profile groups 2 and 3 differed with respect to the leader-level resource of the leader–follower relationship. Thus, the findings indicate that there are differences in the ways in which teachers are able to benefit from the work-related resources and how they cope with job-related demands during the COVID-19 pandemic.
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Affiliation(s)
- Sanni Pöysä
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
- *Correspondence: Sanni Pöysä,
| | - Eija Pakarinen
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
| | - Marja-Kristiina Lerkkanen
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
- Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway
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Liu D, Lan Y, Li C, Xu Y, Yang J. A Bifactor Exploratory Structural Equation Modeling Representation of the Structure of the Decent Work Scale: Evidence from China. JOURNAL OF CAREER ASSESSMENT 2022. [DOI: 10.1177/10690727221096487] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The present study investigates the psychometric properties of decent work utilizing the bifactor exploratory structural equation modeling (Bifactor-ESEM) approach. Using a sample of 701 Chinese employees who completed the multidimensional Decent Work Scale (DWS: Duffy et al., 2017), this study reveals the superiority of the Bifactor-ESEM representation of DWS compared to alternative representations of the data (ICM-CFA, Bifactor-CFA, and ESEM). Additionally, the results of measurement invariance in the MIMIC framework indicate the DWS is equivalent in various age and job tenure samples of participants. Finally, the results provide evidence for the criterion validity by confirming the importance of accounting for both the G-factor (representing the global level of decent work) and the S-factors (representing the specific level of decent work), which shows that specific types of decent work explained variance in covariates (i.e., work well-being, life well-being, engagement, and turnover intention) over and above the variance already explained by the G-factor.
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Affiliation(s)
- Doudou Liu
- School of Public Administration and Policy, Renmin University of China, Beijing, China
| | - Yuanmei Lan
- School of Public Administration and Policy, Renmin University of China, Beijing, China
| | - Chaoping Li
- School of Public Administration and Policy, Renmin University of China, Beijing, China
| | - Yan Xu
- School of Public Administration and Policy, Renmin University of China, Beijing, China
| | - Jie Yang
- School of Business, Guilin University of Electronic Technology, Guilin, China
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Ding K, Zhu L, Yan X. The Relationship Between EFL Teachers' Personality Traits, Communication Strategies, and Work Engagement. Front Psychol 2022; 13:855837. [PMID: 35321036 PMCID: PMC8934879 DOI: 10.3389/fpsyg.2022.855837] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2022] [Accepted: 02/07/2022] [Indexed: 12/05/2022] Open
Abstract
This review strives to shed light on the related studies on the relationship between English as a Foreign Language (EFL) teachers' personality traits, communication strategies, and their work engagement. The positive correlation between teachers' personality traits and work engagement has been confirmed in the review of the literature. Furthermore, studies have proved the relationship between teachers' communication strategies and personality traits. No studies have been done on the direct relationship between teachers' communication strategies and work engagement. However, the studies showed that some factors, such as teacher self-efficacy and willingness to communicate, can mediate the relationship between teachers' communication strategies and work engagement. To improve the language teaching quality, the pedagogical implications are explained in the end. Some suggestions for further research are provided to expand the literature about teachers' communication strategies, work engagement, and personality traits.
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Affiliation(s)
| | | | - Xiujing Yan
- Department of Foreign Language, Mudanjiang Medical University, Mudanjiang, China
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Perera HN, Maghsoudlou A, Miller CJ, McIlveen P, Barber D, Part R, Reyes AL. Relations of Science Teaching Self-Efficacy with Instructional Practices, Student Achievement and Support, and Teacher Job Satisfaction. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.102041] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Burned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02433-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
AbstractThis study had the goal to examine factors that are associated with burnout and engagement among teachers from diverse educational stages. Among these factors, we analyzed socio-demographic aspects, such as gender, age and years of experience, and other psychological teacher-related variables like teacher’s self-efficacy and teacher-student relationships. We also considered the potential mediating role of mindfulness in these relationships. The sample was made up by 425 Spanish teachers who answered an online survey. We administered the following measures: Revised version of the Teacher’s Burnout Questionnaire, Utrecht Work Engagement Scale, Mindfulness in Teaching Scale –which distinguished between intrapersonal and interpersonal mindfulness-, Teacher’s Sense of Self-efficacy Scale, and some questions related to the relationships between students and teachers in the classroom. We conducted a mediational analysis through structural equation modeling (SEM). Our findings indicated that both intrapersonal and interpersonal mindfulness mediated the relation between self-efficacy, which played a direct and an indirect role, the teacher-student relationship, and burnout and engagement. The socio-demographic variables of gender and years of experience played a significant role in mindfulness. The teachers with more self-efficacy were more likely to pay attention to their daily activity and to show more receptivity with their students, which resulted in lower burnout and more engagement. In addition, better relationships with students led to higher intrapersonal mindfulness levels, which mediated the relation with burnout and engagement. These relations varied depending on specific burnout and engagement dimensions. We discuss the implications of these findings for improving teachers´ implication in the education field.
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Huyghebaert-Zouaghi T, Berjot S, Cougot B, Gillet N. Psychological and relational conditions for job crafting to occur. Stress Health 2021; 37:516-527. [PMID: 33314676 DOI: 10.1002/smi.3014] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/18/2020] [Revised: 12/04/2020] [Accepted: 12/07/2020] [Indexed: 11/10/2022]
Abstract
This study aimed to provide a wider understanding of the determinants of job crafting by jointly considering employee well- and ill-being (work engagement and exhaustion) and socio-environmental factors (supervisor and colleague support) as possible levers to promote job crafting. A secondary goal of this research was to simultaneously explore the multidimensionality of work engagement and the potentially differentiated associations between the different facets of work engagement and job crafting behaviours. Questionnaire surveys were collected among 533 workers from various organizations located in France. Results from preliminary analyses showed the superiority of a Bifactor Exploratory Structural Equation Modeling (B-ESEM) representation of work engagement when compared to alternative representations of ratings of this multidimensional construct. Specifically, employees' ratings of work engagement simultaneously reflected a global work engagement construct, which co-existed with specific vigor, dedication and absorption components. Results from a predictive model indicated that the different facets of work engagement held differentiated relations with job crafting behaviours, while exhaustion did not significantly relate to any job crafting behaviours. Colleague and supervisor support also held differentiated relations with the demands-related job crafting behaviours, while both forms of support were associated with employees' seeking more job resources. Theoretical and practical implications are discussed.
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Affiliation(s)
| | - Sophie Berjot
- E.A. 6291 Laboratoire C2S, Université de Reims Champagne Ardenne, Reims, France
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Perera HN, Yerdelen S, McIlveen P, Part R. A multidimensional, person-centred perspective on teacher engagement: Evidence from Canadian and Australian teachers. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 91:882-910. [PMID: 34244995 DOI: 10.1111/bjep.12398] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Revised: 11/16/2020] [Indexed: 12/01/2022]
Abstract
BACKGROUND Hitherto, little work has examined the proposition that teachers may simultaneously invest varying degrees of their energetic resources in the teaching and learning environment. AIMS Drawing on a multidimensional, person-centred perspective, the study aimed to identify profiles of teacher engagement, reflecting distinct configurations of teachers' energetic investments, and their generalizability across Canadian and Australian teachers. Additionally, we examined teachers' self-efficacy beliefs as predictors of engagement profile membership and the cross-country generalizability of these relations. We also examined emotional exhaustion (EE) and job satisfaction (JS) as outcomes of profile membership in Canadian and Australian teachers, respectively. SAMPLES The samples comprised 586 Canadian and 595 Australian teachers. METHODS Data on teachers' multidimensional engagement and teacher self-efficacy were collected in both the Canadian and Australian samples. Additionally, data on Canadian teachers' burnout and Australian teachers' job satisfaction were collected. RESULTS Latent profile analyses revealed three engagement profiles, representing distinct configurations of teachers' multidimensional energetic investments, which were found to mostly generalize. Additionally, self-efficacy beliefs were found to predict the likelihood of engagement profile membership equally in Canadian and Australian teachers, and EE in Canadian teachers and JS in Australian teachers were found to differ significantly across the profiles. CONCLUSIONS The results of the study constitute among the first evidence that teachers may be differentially engaged in the teaching environment with respect to their distinct energetic investments, and such differential profiles of engagement have differential implications for well-being-related outcomes and can be predicted by their teaching capability beliefs.
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Affiliation(s)
- Harsha N Perera
- Department of Educational Psychology and Higher Education, College of Education, University of Nevada, Las Vegas, Nevada, USA
| | - Sündüs Yerdelen
- Department of Science Education, Faculty of Education, Kafkas University, Turkey
| | - Peter McIlveen
- School of Education, University of Southern Queensland, Toowoomba, Queensland, Australia
| | - Rachel Part
- Department of Educational Psychology and Higher Education, College of Education, University of Nevada, Las Vegas, Nevada, USA
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Workaholism and work engagement: An examination of their psychometric multidimensionality and relations with employees’ functioning. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01820-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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19
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Ji D, Cui L. Relationship Between Total Rewards Perceptions and Work Engagement Among Chinese Kindergarten Teachers: Organizational Identification as a Mediator. Front Psychol 2021; 12:648729. [PMID: 33995206 PMCID: PMC8116523 DOI: 10.3389/fpsyg.2021.648729] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/01/2021] [Accepted: 03/16/2021] [Indexed: 11/16/2022] Open
Abstract
Kindergarten teachers' engagement in work is influenced by many factors. Total rewards perceptions, as an individual's evaluation of the rewards provided by the organization, may promote work engagement when it can meet their intrinsic and extrinsic work demands. To explore the relationship between kindergarten teachers' total rewards perceptions and work engagement, and the mediating role of organizational identification, a survey was conducted among 1,014 kindergarten teachers applying the Chinese versions of the Total Rewards Perceptions Scale for Kindergarten Teacher, Kindergarten Teacher Organizational Identification Scale, and Kindergarten Teacher Work Engagement Scale. The results showed that kindergarten teachers' total rewards perceptions and its four factors were positively correlated with organizational identification and work engagement. Organizational identification was positively related to work engagement. Organizational identification partially mediated the relationship between total rewards perception and work engagement among kindergarten teachers. We discussed the result of the relationship between total rewards perceptions, organizational identification, and work engagement among Chinese kindergarten teachers.
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Affiliation(s)
- Dongying Ji
- Faculty of Education, Beijing Normal University, Beijing, China
| | - Li Cui
- College of Education, Huaibei Normal University, Huaibei, China
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Li J, Yao M, Liu H, Zhang L. Influence of personality on work engagement and job satisfaction among young teachers: mediating role of teaching style. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01565-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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21
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Mérida-López S, Extremera N. The Interplay of Emotional Intelligence Abilities and Work Engagement on Job and Life Satisfaction: Which Emotional Abilities Matter Most for Secondary-School Teachers? Front Psychol 2020; 11:563634. [PMID: 33192836 PMCID: PMC7606868 DOI: 10.3389/fpsyg.2020.563634] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2020] [Accepted: 09/22/2020] [Indexed: 01/07/2023] Open
Abstract
Emotional intelligence has been underscored as a helpful personal resource in explaining life and job attitudes in human services employees. However, the joint interaction of emotional intelligence (EI) abilities with work engagement to explain life and job attitudes has not been tested. The present study aimed to explore the interactive role of EI abilities with work engagement in the prediction of job and life satisfaction in a sample of Spanish secondary-school teachers. A total of 190 teachers (125 females) participated in the study. Notably, the results showed that only emotion regulation ability (ERA) was significantly associated with work engagement, job satisfaction, and life satisfaction. Furthermore, ERA moderated the relationship between work engagement and job and life satisfaction. The present findings contribute to current knowledge on EI abilities and personal and job-related correlates of teachers’ work engagement.
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Affiliation(s)
- Sergio Mérida-López
- Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, University of Málaga, Málaga, Spain
| | - Natalio Extremera
- Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, University of Málaga, Málaga, Spain
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22
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Part R, Perera HN, Marchand GC, Bernacki ML. Revisiting the dimensionality of subjective task value: Towards clarification of competing perspectives. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101875] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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23
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Miller CJ, Perera HN, Maghsoudlou A. Students’ multidimensional profiles of math engagement: Predictors and outcomes from a self‐system motivational perspective. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 91:261-285. [DOI: 10.1111/bjep.12358] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2019] [Revised: 05/06/2020] [Indexed: 11/26/2022]
Affiliation(s)
- Chyna J. Miller
- Department of Educational Psychology and Higher Education College of Education University of Nevada, Las Vegas Nevada USA
| | - Harsha N. Perera
- Department of Educational Psychology and Higher Education College of Education University of Nevada, Las Vegas Nevada USA
| | - Alireza Maghsoudlou
- Department of Educational Psychology and Higher Education College of Education University of Nevada, Las Vegas Nevada USA
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24
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Perera HN, John JE. Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101842] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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25
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Mérida-López S, Extremera N, Sánchez-Álvarez N. The Interactive Effects of Personal Resources on Teachers' Work Engagement and Withdrawal Intentions: A Structural Equation Modeling Approach. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E2170. [PMID: 32218113 PMCID: PMC7177841 DOI: 10.3390/ijerph17072170] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/11/2020] [Revised: 03/13/2020] [Accepted: 03/21/2020] [Indexed: 11/17/2022]
Abstract
This research contributes to the current knowledge on teacher well-being by examining an integrated model with a personal resource (i.e., emotional intelligence) explaining teacher withdrawal intention through a mediator (i.e., work engagement) and considering the moderator effect of a second personal resource (i.e., teacher self-efficacy) in this relationship. Adopting a cross-sectional design, a total of 702 teachers (63.2% female) working at different educational levels took part in this study. The results showed that emotional intelligence and teacher self-efficacy were positively related to work engagement and negatively related to withdrawal intentions. Most importantly, the results demonstrated support for the hypothesized model-that is, teacher self-efficacy moderated the relationship between emotional intelligence and work engagement. Taken together, our findings highlight both emotional intelligence and teacher self-efficacy as positive individual resources for increased work engagement and reduced withdrawal intentions. This study has implications for the development of intervention programs aiming at increasing occupational well-being in educational settings.
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Affiliation(s)
- Sergio Mérida-López
- Faculty of Psychology, Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, University of Málaga, 29071 Málaga, Spain;
| | - Natalio Extremera
- Faculty of Psychology, Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, University of Málaga, 29071 Málaga, Spain;
| | - Nicolás Sánchez-Álvarez
- Faculty of Psychology, Department of Basic Psychology, University of Málaga, 29071 Málaga, Spain;
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Mérida-López S, Bakker AB, Extremera N. How does emotional intelligence help teachers to stay engaged? Cross-validation of a moderated mediation model. PERSONALITY AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.paid.2019.04.048] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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27
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Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2019.02.003] [Citation(s) in RCA: 70] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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28
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Perera HN, Calkins C, Part R. Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2019.02.006] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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29
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Gillet N, Caesens G, Morin AJS, Stinglhamber F. Complementary variable- and person-centred approaches to the dimensionality of work engagement: a longitudinal investigation. EUROPEAN JOURNAL OF WORK AND ORGANIZATIONAL PSYCHOLOGY 2019. [DOI: 10.1080/1359432x.2019.1575364] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Nicolas Gillet
- Département de Psychologie, Université de Tours, Tours, France
| | - Gaëtane Caesens
- Faculté de psychologie et des sciences de l'éducation, Université catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Alexandre J. S. Morin
- Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Québec, Canada
| | - Florence Stinglhamber
- Faculté de psychologie et des sciences de l'éducation, Université catholique de Louvain, Louvain-la-Neuve, Belgium
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