Relations between teachers' emotional exhaustion and students' educational outcomes.

Autor/inn/en	Arens, A. Katrin; Morin, Alexandre J. S.
Titel	Relations between teachers' emotional exhaustion and students' educational outcomes.
Quelle	In: Journal of educational psychology, 108 (2016) 6, S. 800-813Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000105
URN	urn:nbn:de:0111-pedocs-166089
Schlagwörter	Kompetenz; Sekundäranalyse; Beruflicher Stress; Einstellung (Psy); Emotion; Selbsteinschätzung; Selbstkonzept; Wahrnehmung; Zufriedenheit; Deutschland; Grundschule; Lehrer; Schüler; Wahrnehmung; Datenanalyse; Begabung; Zufriedenheit; Kompetenz; Selbsteinschätzung; Leistung; Unterstützung; Merkmal; Sekundäranalyse; Grundschule; Lehrer; Schüler; Schülerleistung; Begabung; Datenanalyse; Einflussfaktor; Leistung; Merkmal; Unterstützung; Deutschland
Abstract	Studies investigating the effects of emotional exhaustion among teachers have primarily focused on its relations with teacher-related outcome variables but little research has been done for examining its relations with student outcomes. Therefore, this study examines the relations between teachers' emotional exhaustion and educational outcomes among students. Students' educational outcomes considered here cover a wide range of cognitive (i.e., achievement in terms of school grades and standardized achievement test scores) and noncognitive (competence self-perceptions, school satisfaction, and perceptions of teacher support) outcomes. The analyses are based on the PIRLS 2006 German data including 380 teachers and 7,899 4th grade students. The results demonstrated direct negative relations between teachers' emotional exhaustion and the class average of students' school grades, standardized achievement test scores, school satisfaction, and perceptions of teacher support, but not competence self-perceptions. At the individual student level, the results showed significant relations between noncognitive outcomes and academic achievement. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2017/3