Neural activation during emotional interference corresponds to emotion dysregulation in stressed teachers

Functional Connectome Hierarchy Distortions in Female Nurses With Occupational Burnout and Its Gene Expression Signatures

BACKGROUND

Burnout has become a serious public health issue worldwide, particularly during the COVID-19 pandemic. Functional connectome impairments associated with occupational burnout were widely distributed, involving both low-level sensorimotor cortices and high-level association cortices.

PURPOSE

To investigate whether there are hierarchical perturbations in the functional connectomes and if these perturbations are potentially influenced by genetic factors in nurses who feel "burned out."

STUDY TYPE

Prospective, case control.

POPULATION

Thirty-three female nurses with occupational burnout (aged 27-40, 32.42 ± 3.37) and 32 matched nurses who were not feeling burned out (aged 27-42, 32.50 ± 4.21).

FIELD STRENGTH/SEQUENCE

3.0 T, gradient-echo echo-planar imaging sequence (GE-EPI).

ASSESSMENT

Gradient-based techniques were used to depict the perturbations in the multi-dimensional hierarchical structure of the macroscale connectome. Gene expression data were acquired from the Allen Human Brain Atlas.

STATISTICAL TESTS

Cortex-wide multivariate analyses were used for between-group differences in gradients as well as association analyses between the hierarchy distortions and the MBI score (FDR corrected). Partial least squares, spin test and bootstrapping were utilized together to select the gene sets (FDR corrected). Gene enrichment analyses (GO, KEGG and cell-type) were further performed. Significance level: P < 0.05.

RESULTS

There were significant gradient distortions, with strong between-group effects in the somatosensory network and moderate effects in the higher-order default-mode network, which were significantly correlated with the gene expression profiles (r = 0.3171). The most related genes were broadly involved in the cellular response to minerals, neuronal plasticity, and the circadian rhythm pathway (q value < 0.01). Significant enrichments were found in excitatory (r = 0.2588), inhibitory neurons (r = 0.2610), and astrocytes cells (r = 0.2633). Regions affected by burnout severity were mainly distributed in the association and visual cortices.

DATA CONCLUSION

By connecting in vivo imaging to genes, cell classes, and clinical data, this study provides a framework to understand functional impairments in occupational burnout and how the microscopic genetic architecture drive macroscopic distortions.

EVIDENCE LEVEL

1 TECHNICAL EFFICACY: Stage 2.

Teachers' assessment literacy improves teaching efficacy: A view from conservation of resources theory

Recent revisions to the Conservation of Resources theory have not only reclassified categories of resources, but have also acknowledged the conceptual importance of "gain spirals" and "resource caravans" in enriching the theoretical understanding of resources. Given that teachers' assessment literacy is a prominent yet underexplored personal constructive resource in teaching, this paper examines its role in teaching efficacy. In addition, personal energy resources (e.g., psychological capital and professional identity) are studied as antecedents to teaching efficacy. To this end, a survey based on the Chinese versions of the Teacher Assessment Literacy Scale, the Teaching Efficacy Scale, the Psychological Capital Scale, and the Teacher Professional Identity Scale was administered to secondary school teachers in Henan Province, China, and 351 completed, valid surveys were returned. The findings indicated that the teachers' assessment literacy and teaching efficacy were positively correlated, verifying that assessment literacy can influence teaching efficacy through the separate and chain mediation effects of psychological capital and professional identity. The identification of such mediating pathways has confirmed that resources owned by teachers can lead to gain spirals and full resource caravans, thus expanding the Conservation of Resources theory by positing that resources can be nested within one another. This study has theoretical implications for teaching efficacy research and the Conservation of Resources theory as well as practical implications regarding how to boost teachers' constructive and energy resources and professional development.