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A Meta-Analysis for Exploring the Diverse Causes and Effects of Stress in Teachers
8 references·16 citing·44 second hop
A Meta-Analysis for Exploring the Diverse Causes and Effects of Stress in Teachers (2005)A Meta-Analysis for Exploring the Diverse…Stress: Appraisal and Coping (2013)Stress: Appraisal and CopingMethods of Meta-Analysis (2004)Methods of Meta-AnalysisPractical Meta-Analysis (2000)Practical Meta-AnalysisStatistical Methods for Meta-Analysis (1988)Statistical Methods for Meta-…Optimism, coping, and health: Assessment and implications of generalized outcome expectancies. (1985)Optimism, coping, and health:…Negative affectivity: The disposition to experience aversive emotional states. (1984)Negative affectivity: The dis…The measurement of experienced burnout (1981)The measurement of experience…Psychological stress and the coping process (1966)Psychological stress and the …The Experience of COVID-19 and Its Impact on Teachers’ Mental Health, Coping, and Teaching (2021)The Experience of COVID-19 an…Curriculum and Teaching Dialogue (2021)Curriculum and Teaching Dialo…Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress (2020)Motivation and Continuance In…Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices (2019)Teacher stress and burnout in…Relating early childhood teachers’ working conditions and well-being to their turnover intentions (2019)Relating early childhood teac…The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition (2018)The relationship between begi…Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis (2017)Teaching Mindfulness to Teach…Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school (2017)Still motivated to teach? A s…Social and Emotional Learning and Teachers (2017)Social and Emotional Learning…Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment (2016)Teachers’ Social–Emotional Ca…Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession (2016)Teacher Stress and Teacher Se…Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation (2015)Transforming the Workforce fo…Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students (2014)Early Childhood Teachers’ Wel…Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis (2013)Classroom Management Self-Eff…Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice (2012)Mindfulness Training and Teac…A three-wave study of job resources, self-efficacy, and work engagement among Italian schoolteachers (2010)A three-wave study of job res…Emotion And Adaptation (1991)What Good Are Positive Emotions? 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this work references cited by second hop

References

  • 2013Stress: Appraisal and Coping27,826 cited
  • 1981The measurement of experienced burnout14,480 cited
  • 1988Statistical Methods for Meta-Analysis10,330 cited
  • 2000Practical Meta-Analysis9,196 cited
  • 1966Psychological stress and the coping process7,170 cited
  • 1985Optimism, coping, and health: Assessment and implications of generalized outcome expectancies.6,685 cited
  • 1984Negative affectivity: The disposition to experience aversive emotional states.4,637 cited
  • 2004Methods of Meta-Analysis3,023 cited

Cited by

  • 2017Social and Emotional Learning and Teachers779 cited
  • 2013Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis559 cited
  • 2012Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice522 cited
  • 2019Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices453 cited
  • 2016Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession450 cited
  • 2014Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students403 cited

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  • 2015Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation373 cited
  • 2021Curriculum and Teaching Dialogue373 cited
  • 2018The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition369 cited
  • 2017Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school304 cited
  • 2021The Experience of COVID-19 and Its Impact on Teachers’ Mental Health, Coping, and Teaching283 cited
  • 2016Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment278 cited
  • 2010A three-wave study of job resources, self-efficacy, and work engagement among Italian schoolteachers273 cited
  • 2017Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis258 cited
  • 2019Relating early childhood teachers’ working conditions and well-being to their turnover intentions247 cited
  • 2020Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress247 cited