Expelling Stress for Primary School Teachers: Self-Affirmation Increases Positive Emotions in Teaching and Emotion ReappraisalReport as inadecuate




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Psychology Group, Leeds Beckett University, Leeds LS1 3HE, UK





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Academic Editor: Cary Cooper

Abstract The aim of the present pilot study was to assess the effect of a brief work-related self-affirming implementation intention WS-AII on the well-being of primary school teachers. Participants were randomly allocated to one of two conditions: one in which they were asked to create a WS-AII or one in which they were asked to create a control implementation intention C-II. State anxiety was measured pre- and post-manipulation, self-efficacy at post-manipulation only, and emotions in teaching and emotion regulation at baseline and at a two-week follow-up. There were statistically significant differences between the WS-AII condition and the control. Teachers who created work-related self-affirming implementation intentions reported an immediate reduction in state anxiety. Positive effects extended over the two-week period, with teachers in the WS-AII condition also reporting more positive emotions in teaching and the use of reappraisal emotion regulation strategies rather than emotion suppression. Results suggest that the integration of the WS-AII into existing organisational practice may be of benefit to the well-being of teachers and other highly stressed workers. View Full-Text

Keywords: teaching; stress; anxiety; well-being; self-affirmation; emotions in teaching; emotion regulation; coping teaching; stress; anxiety; well-being; self-affirmation; emotions in teaching; emotion regulation; coping





Author: James Morgan * and Lisa Atkin

Source: http://mdpi.com/



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