Artículos destacados

How teachers’ appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisals

Autores

Marc Clarà, Alba Vallés, Aina Franch, Jordi Coiduras, Patricia Silva, Sílvia Cavalcante

Año

2023

Palabras clave

Cognitive appraisal Narrative Teachers’ emotion Teachers’ burnout Teachers’ resilience Teachers’ well-being

Referencia bibliográfica

Clarà, M., Vallés, A., Franch, A., Coiduras, J., Silva, P., & Cavalcante, S. (2023). How teachers’ appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisals. Teaching and Teacher Education, 130, Article 104166. https://doi.org/10.1016/j.tate.2023.104166

Resumen

This paper studies the narratives of 73 teachers and analyzes how different narrative structures predict teachers' emotional exhaustion, depersonalization, personal accomplishment, well-being, and resilience. We found that “they know how”-, “they can”-, and “I do”-type narrative structures were protective for emotional exhaustion and well-being, while “they don't want”-, “they can't”-, “they don't do”-, and “I don't do”-type structures were risky for emotional exhaustion, depersonalization, resilience and wellbeing. These results provide evidence of the differential role of appraisal in teachers' emotions, as well as the types of narrative structures that should be promoted in the construction and reconstruction of teachers' appraisals.

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