Assessing Teacher Appraisals and Stress in the Classroom: Review of the Classroom Appraisal of Resources and Demands

Autor/inn/en	McCarthy, Christopher J.; Lambert, Richard G.; Lineback, Sally; Fitchett, Paul; Baddouh, Priscila G.
Titel	Assessing Teacher Appraisals and Stress in the Classroom: Review of the Classroom Appraisal of Resources and Demands
Quelle	In: Educational Psychology Review, 28 (2016) 3, S.577-603 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-015-9322-6
Schlagwörter	Stress Variables; Teaching Conditions; Teacher Attitudes; Risk; Literature Reviews; Classroom Environment; Measures (Individuals); Test Construction; Meta Analysis; Comparative Analysis; Scores; Job Satisfaction; Teacher Characteristics; Teacher Burnout; Symptoms (Individual Disorders); Stress Management; Educational Policy; Labor Turnover; Teacher Persistence; Coping + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Lehrerverhalten; Risiko; Klassenklima; Unterrichtsklima; Messdaten; Testaufbau; Meta-analysis; Metaanalyse; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Psychiatrische Symptomatik; Stressmanagement; Stressbewältigung; Politics of education; Bildungspolitik; Bewältigung
Abstract	Stress research increasingly emphasizes the role of appraisal in determining which events are perceived as stressful. The Classroom Appraisal of Resources and Demands (CARD) was developed to measure teachers' appraisals of their classroom demands and resources in order to assess their risk for experiencing occupational stress. The present purposes are to review the literature identifying appraisals as a key determinant of stress, to describe the development of the CARD, and to provide meta-analytic results from 18 studies comparing CARD scores to the following variables: teacher's job satisfaction and occupational commitment, burnout symptoms, stress prevention resources, and challenging student demands. Results suggest moderate effects for associations between the CARD and these constructs, and implications for educational policy aimed at reducing turnover and increasing teacher and student welfare are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01