Stress, positive personal variables and burnout: A path analytic approach
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| Format: | Artículo científico |
| Langue: | en |
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Asociación Universitaria de Educación y Psicología
2014
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| _version_ | 1876437905127243776 |
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| author | José Manuel Otero-López |
| author_facet | José Manuel Otero-López |
| contents | Stress, positive personal variables and burnout: A path analytic approach José Manuel Otero-López Estíbaliz Villardefrancos Cristina Castro María José Santiago Psicología Stress burnout positive variables secondary education teachers The notion that personal resources are a powerful screen for the negative influence ofstressors in the burnout process is one of the aspects where consensus is more widespreadin the domain of Positive Psychology. It is nonetheless true that identifying them and finding out how these “personal strengths or competences” operate would be crucial to improve health and well-being in the workplace. It seems therefore urgent to throw light –from a research perspective– not merely on whether the positive variables play a mediating role between the potential stressors and burnout but also on which the alternative paths are that have an influence on occupational stress. So, the fundamental objective of this study is to analyze a model of influences in which the levels of stress perceived by the teacher from the different disruptive behaviors of the students (verbal abuse at the teacher, aggressions among students, vandalism) are the exogenous variables while the different positive personal variables (optimism, hardiness, life satisfaction) are mediating variables and burnout is the endogenous variable. The results obtained from a sample of 523 secondary education teachers confirm that teacher “resilience” (optimism and hardiness) and life satisfaction mediate the negative impact that stressors from student behavior have on experiencing burnout 2014 artículo científico 1888-8992 https://www.redalyc.org/articulo.oa?id=129332645003 https://www.redalyc.org/journal/1293/129332645003/ https://www.redalyc.org/journal/1293/129332645003/html/ https://www.redalyc.org/journal/1293/129332645003/129332645003.epub https://www.redalyc.org/journal/1293/129332645003/movil en http://www.redalyc.org/revista.oa?id=1293 European Journal of Education and Psychology application/pdf Asociación Universitaria de Educación y Psicología European Journal of Education and Psychology (España) Num.2 Vol.7 |
| format | Artículo científico |
| id | redalyc_129332645003 |
| institution | Redalyc |
| language | en |
| publishDate | 2014 |
| publisher | Asociación Universitaria de Educación y Psicología |
| spellingShingle | Stress, positive personal variables and burnout: A path analytic approach José Manuel Otero-López Psicología Stress burnout positive variables secondary education teachers Stress, positive personal variables and burnout: A path analytic approach José Manuel Otero-López Estíbaliz Villardefrancos Cristina Castro María José Santiago Psicología Stress burnout positive variables secondary education teachers The notion that personal resources are a powerful screen for the negative influence ofstressors in the burnout process is one of the aspects where consensus is more widespreadin the domain of Positive Psychology. It is nonetheless true that identifying them and finding out how these “personal strengths or competences” operate would be crucial to improve health and well-being in the workplace. It seems therefore urgent to throw light –from a research perspective– not merely on whether the positive variables play a mediating role between the potential stressors and burnout but also on which the alternative paths are that have an influence on occupational stress. So, the fundamental objective of this study is to analyze a model of influences in which the levels of stress perceived by the teacher from the different disruptive behaviors of the students (verbal abuse at the teacher, aggressions among students, vandalism) are the exogenous variables while the different positive personal variables (optimism, hardiness, life satisfaction) are mediating variables and burnout is the endogenous variable. The results obtained from a sample of 523 secondary education teachers confirm that teacher “resilience” (optimism and hardiness) and life satisfaction mediate the negative impact that stressors from student behavior have on experiencing burnout 2014 artículo científico 1888-8992 https://www.redalyc.org/articulo.oa?id=129332645003 https://www.redalyc.org/journal/1293/129332645003/ https://www.redalyc.org/journal/1293/129332645003/html/ https://www.redalyc.org/journal/1293/129332645003/129332645003.epub https://www.redalyc.org/journal/1293/129332645003/movil en http://www.redalyc.org/revista.oa?id=1293 European Journal of Education and Psychology application/pdf Asociación Universitaria de Educación y Psicología European Journal of Education and Psychology (España) Num.2 Vol.7 |
| title | Stress, positive personal variables and burnout: A path analytic approach |
| topic | Psicología Stress burnout positive variables secondary education teachers |
| url | https://www.redalyc.org/articulo.oa?id=129332645003 https://www.redalyc.org/journal/1293/129332645003/ https://www.redalyc.org/journal/1293/129332645003/html/ https://www.redalyc.org/journal/1293/129332645003/129332645003.epub https://www.redalyc.org/journal/1293/129332645003/movil |