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Titolo:
An investigation of coping strategies associated with job stress in teachers
Autore:
Griffith, J; Steptoe, A; Cropley, M;
Indirizzi:
Univ London, St George Hosp, Sch Med, Dept Psychol, London SW17 0RE, England Univ London London England SW17 0RE pt Psychol, London SW17 0RE, England
Titolo Testata:
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
, volume: 69, anno: 1999,
parte:, 4
pagine: 517 - 531
SICI:
0007-0998(199912)69:<517:AIOCSA>2.0.ZU;2-B
Fonte:
ISI
Lingua:
ENG
Soggetto:
SECONDARY-SCHOOL TEACHERS; SOCIAL SUPPORT; NEGATIVE AFFECTIVITY; OCCUPATIONAL STRESS; MENTAL-HEALTH; LIFE EVENTS; WORK PLACE; BURNOUT; SYMPTOMS; STRAIN;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
51
Recensione:
Indirizzi per estratti:
Indirizzo: Steptoe, A Univ London, St George Hosp, Sch Med, Dept Psychol, Cranmer Terrace, London SW17 0RE, England Univ London Cranmer Terrace London England SW17 0RE E, England
Citazione:
J. Griffith et al., "An investigation of coping strategies associated with job stress in teachers", BR J ED PSY, 69, 1999, pp. 517-531

Abstract

Background. School teaching is regarded asa stressful occupation, but the perception of the job as stressful may be influenced by coping responses and social support. Aims. To assess the associations between teacher stress, psychological coping responses and social support, taking into account the plaintive set engendered by negative affectivity. Method. Questionnaire survey of 780 primary and secondary school teachers (53.5% response rate). Results. In stepwise multiple regression, social support at work and the coping responses behavioural disengagement and suppression of competing activities predicted job stress independently of age, gender, class size, occupational grade and negative affectivity. High job stress was associated withlow social support at work and greater use of coping by disengagement and suppression of competing activities. Conclusions. It is suggested that behavioural disengagement and suppression of competing activities are maladaptive responses in a teaching environment and may actually contribute to job stress. Coping and social support notonly moderate the impact of stressors on well-being but influence the appraisal of environmental demands as stressful.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 14/07/20 alle ore 09:37:15