Literaturnachweis - Detailanzeige
| Autor/inn/en | McLean, Leigh; Abry, Tashia; Taylor, Michelle; Gaias, Larissa M. |
|---|---|
| Titel | The Influence of Adverse Classroom and School Experiences on First Year Teachers' Mental Health and Career Optimism |
| Quelle | (2020), (49 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Taylor, Michelle) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Beginning Teachers; Stress Variables; Student Experience; Educational Environment; Depression (Psychology); Anxiety; Symptoms (Individual Disorders); Psychological Patterns; Positive Attitudes; Careers; Preservice Teachers; Mental Health; Undergraduate Students; Educational Resources; Student Attitudes; Classroom Environment; Secondary School Students; Classroom Environment Scale |
| Abstract | Presents a study which aims to investigate the extent to which classroom student adversity, school-provided resources, and school climate directly relate to participants' reports of depressive and anxious symptoms and career optimism, and within this model, the relative influence of each indicator. The authors predict that classroom student adversity, resources, and school climate will each be directly related to symptoms of clinical depression and anxiety and career optimism. They also predict that classroom student adversity will be the strongest relative predictor of each outcome compared to resources and school climate. They investigate the extent to which resources and school climate each interact with classroom student adversity to influence participants' outcomes and predict that higher satisfaction with resources and more positive school climate will each buffer the hypothesized negative effects of classroom student adversity. Undergraduate seniors in a teacher-training program at a public university in the Southwestern United States were recruited to participate in a longitudinal study that followed them from the last year of training through their first year of teaching. In conclusion, all new teachers experience job demands upon entering the profession, and these demands no doubt have steep implications for their career success and longevity. [This paper was published in "Teaching & Teacher Education" v87 p1-13 2020.] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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