Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes

2017 ◽  
Vol 20 (2) ◽  
pp. 90-100 ◽  
Author(s):  
Keith C. Herman ◽  
Jal’et Hickmon-Rosa ◽  
Wendy M. Reinke
Keyword(s):  
Self Efficacy ◽  
Student Outcomes ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Teacher Stress ◽  
High Stress ◽  
Stress Coping ◽  
Fourth Class ◽  
And Coping ◽  
Supporting Teachers

Understanding how teacher stress, burnout, coping, and self-efficacy are interrelated can inform preventive and intervention efforts to support teachers. In this study, we explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Participants in this study were 121 teachers and 1,817 students in grades kindergarten to fourth from nine elementary schools in an urban Midwestern school district. Latent profile analysis was used to determine patterns of teacher adjustment in relation to stress, coping, efficacy, and burnout. These profiles were then linked to student behavioral and academic outcomes. Four profiles of teacher adjustment were identified. Three classes were characterized by high levels of stress and were distinguished by variations in coping and burnout ranging from (a) high coping/low burnout (60%) to (b) moderate coping and burnout (30%), to (c) low coping/high burnout (3%). The fourth class was distinguished by low stress, high coping, and low burnout. Only 7% of the sample fell into this Well-Adjusted class. Teachers in the high stress, high burnout, and low coping class were associated with the poorest student outcomes. Implications for supporting teachers to maximize student outcomes are discussed.

Coping profiles and health outcomes among individuals with systemic sclerosis: A latent profile analysis approach

2020 ◽  
Vol 5 (3) ◽  
pp. 231-236
Author(s):  
Shelley E Condon ◽  
Scott C Roesch ◽  
Philip J Clements ◽  
Daniel E Furst ◽  
Michael H Weisman ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Social Support ◽  
Psychological Distress ◽  
Systemic Sclerosis ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Health Related ◽  
And Coping ◽  
Latent Profile

Background: Systemic sclerosis has negative implications for quality of life, and coping is a mechanism by which individuals can adapt more successfully to illness. This study (1) identified coping profiles in patients with systemic sclerosis and (2) examined distress and disability correlates of the profiles. Methods: A sample of 93 patients with confirmed diagnoses of systemic sclerosis received clinical examinations and reported on coping, psychological distress, and health-related disability. Latent profile analysis was used to identify coping-based profile groups. The profile groups were then compared on psychological distress and health-related disability, controlling for disease severity. Results: A two-profile solution was supported: Active Copers emphasized problem-focused, social support, counting blessings, and religious approaches to coping with systemic sclerosis. Passive Copers emphasized blaming self and others, avoidance, and wishful thinking approaches to coping. Active Copers reported significantly less psychological distress than Passive Copers, but no significant differences were found for health-related disability. Discussion: The findings identify multidimensional patterns of coping that are differentially related to psychological distress in systemic sclerosis patients. These findings can inform coping-based interventions for patients with systemic sclerosis.

scholarly journals Extending the vulnerability–stress model of mental disorders: three-dimensional NPSR1 × environment × coping interaction study in anxiety

2020 ◽  
Vol 217 (5) ◽  
pp. 645-650 ◽  
Author(s):  
Miriam A. Schiele ◽  
Katharina Herzog ◽  
Leonie Kollert ◽  
Christoph Schartner ◽  
Elisabeth J. Leehr ◽  
...  
Keyword(s):  
Mental Disorders ◽  
Childhood Trauma ◽  
Trait Anxiety ◽  
Self Efficacy ◽  
Three Dimensional ◽  
Stress Coping ◽  
Stress Model ◽  
Coping Ability ◽  
And Coping ◽  
General Self Efficacy

BackgroundThe general understanding of the ‘vulnerability–stress model’ of mental disorders neglects the modifying impact of resilience-increasing factors such as coping ability.AimsProbing a conceptual framework integrating both adverse events and coping factors in an extended ‘vulnerability–stress–coping model’ of mental disorders, the effects of functional neuropeptide S receptor gene (NPSR1) variation (G), early adversity (E) and coping factors (C) on anxiety were addressed in a three-dimensional G × E × C model.MethodIn two independent samples of healthy probands (discovery: n = 1403; replication: n = 630), the interaction of NPSR1 rs324981, childhood trauma (Childhood Trauma Questionnaire, CTQ) and general self-efficacy as a measure of coping ability (General Self-Efficacy Scale, GSE) on trait anxiety (State-Trait Anxiety Inventory) was investigated via hierarchical multiple regression analyses.ResultsIn both samples, trait anxiety differed as a function of NPSR1 genotype, CTQ and GSE score (discovery: β = 0.129, P = 3.938 × 10−8; replication: β = 0.102, P = 0.020). In A allele carriers, the relationship between childhood trauma and anxiety was moderated by general self-efficacy: higher self-efficacy and childhood trauma resulted in low anxiety scores, and lower self-efficacy and childhood trauma in higher anxiety levels. In turn, TT homozygotes displayed increased anxiety as a function of childhood adversity unaffected by general self-efficacy.ConclusionsFunctional NPSR1 variation and childhood trauma are suggested as prime moderators in the vulnerability–stress model of anxiety, further modified by the protective effect of self-efficacy. This G × E × C approach – introducing coping as an additional dimension further shaping a G × E risk constellation, thus suggesting a three-dimensional ‘vulnerability–stress–coping model’ of mental disorders – might inform targeted preventive or therapeutic interventions strengthening coping ability to promote resilient functioning.

scholarly journals Risk factors for low self‐care self‐efficacy in cancer survivors: Application of latent profile analysis

Nursing Open ◽  
2021 ◽  
Author(s):  
Qingmei Huang ◽  
Fulei Wu ◽  
Wen Zhang ◽  
Jennifer Stinson ◽  
Yang Yang ◽  
...  
Keyword(s):  
Risk Factors ◽  
Cancer Survivors ◽  
Self Efficacy ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Self Care ◽  
Latent Profile

Perceived stress, coping and mental health of teachers: A latent profile analysis

2021 ◽  
Vol 31 (1) ◽  
pp. 1-11
Author(s):  
Vasti Marais-Opperman ◽  
Chrizanne van Eeden ◽  
Sebastiaan Rothmann
Keyword(s):  
Mental Health ◽  
Perceived Stress ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Stress Coping ◽  
Latent Profile

scholarly journals A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Jo Tondeur ◽  
Ronny Scherer ◽  
Fazilat Siddiq ◽  
Evrim Baran
Keyword(s):  
Teacher Training ◽  
Self Efficacy ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Ease Of Use ◽  
Training Institution ◽  
Ict In Education ◽  
Pedagogical Content ◽  
Education Data ◽  
Training Institutions

This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge (TPACK), go together with the influence of their teacher training. Specifically, this study examines whether pre-service teachers can be clustered on the basis of their TPACK, a typical set of ICT-related characteristics (e.g., general ICT attitudes, attitudes towards ICT in education, ease of use, ICT self-efficacy), and the perceived support at their training institution to adequately integrate ICT in education. Data were collected from a sample of 688 last-year pre-service teachers in 18 teacher training institutions in Flanders (the Dutch-speaking part of Belgium). Using correlational and latent profile analysis, the results suggest that: (1) two profiles can be distinguished, (2) TPACK and other individual ICT-related characteristics are positively correlated, and (3) pre-service teachers in a profile with strong TPACK, attitudes, and self-efficacy scores also report high scores on the support they perceive at their teacher training institution. Implications for the role of teacher training institutions are discussed with a specific focus on how to close the gap between the two identified profiles.

scholarly journals Employee burnout and positive dimensions of well-being: A latent workplace spirituality profile analysis

PLoS ONE ◽  
2020 ◽  
Vol 15 (11) ◽  
pp. e0242267
Author(s):  
Laura Dal Corso ◽  
Alessandro De Carlo ◽  
Francesca Carluccio ◽  
Daiana Colledani ◽  
Alessandra Falco
Keyword(s):  
Work Engagement ◽  
Self Efficacy ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Workplace Spirituality ◽  
Well Being ◽  
Positive Affectivity ◽  
Organizational Contexts ◽  
Employee Burnout

In recent years, a new and promising construct has attracted the attention of organizational research: Workplace spirituality. To investigate the role of workplace spirituality in organizational contexts, two studies were carried out. Study 1 explored the mediation role of workplace spirituality in the relationship between positive supervisor behaviors and employee burnout. Results showed that workplace spirituality strongly contributes to reduce burnout and mediates the effect of supervisor integrity in reducing this threat. Study 2 considered the relationships of workplace spirituality with positive affectivity, resilience, self-efficacy, and work engagement. In particular, workplace spirituality profiles were investigated through latent profile analysis (LPA). Findings showed that workplace spirituality is related to higher positive affectivity, resilience, self-efficacy, and work engagement. In contrast, a workplace spirituality profile characterized by a low-intensity spiritual experience is associated with higher negative feelings. The practical implications of these findings are discussed.

scholarly journals The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach

2021 ◽  
Vol 9 (2) ◽  
pp. 50-77
Author(s):  
Tobias Jenert ◽  
Taiga Brahm
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Personal Characteristics ◽  
Individual Characteristics ◽  
First Year ◽  
Contextual Diversity ◽  
First Year Students ◽  
Contextual Differences

Research on student transition into Higher Education (HE) has taken different theoretical perspectives. First, studies investigated personal variables such as students´ self-efficacy, emotions and motivation regarding the transition from school to HE. A second strand of research focused on contextual variables, for instance college effectiveness research. With this paper, we combine both the personal and the contextual approach. We aim to investigate the interaction between personal and contextual diversity during the transition into HE, taking into account students’ diversity in particular with regard to gender and individual characteristics, such as self-efficacy. We explored the heterogeneity in students’ personal characteristics by conducting a latent profile analysis (LPA) based on students’ intrinsic motivation, self-efficacy and anxiety before entering Higher Education. LPA resulted in three distinct profiles, with significant differences in how students perceived the first year. This finding suggests that students’ personal characteristics when entering Higher Education influence how they experience the study environment. To investigate the interplay between individual and contextual differences in more detail, we conducted a qualitative longitudinal study with 14 first-year students in parallel with the panel survey. We found that individual students react very differently to specific characteristics and events of the first-year environment. Our study adds to the growing body of research that aims to grasp the complexity of interactions between individual and contextual differences. Specifically, we illustrate how combining quantitative and qualitative methods can provide new insights into person-context interactions.

scholarly journals Self-Efficacy in Early Childhood Education and Care: What Predicts Patterns of Stability and Change in Educator Self-Efficacy?

2021 ◽  
Vol 6 ◽  
Author(s):  
Yvonne Reyhing ◽  
Sonja Perren
Keyword(s):  
Early Childhood ◽  
Self Efficacy ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Multinomial Logistic Regression ◽  
Working Hours ◽  
Stability And Change ◽  
Multinomial Logistic Regression Analysis ◽  
Low Profile ◽  
Family Based

Self-efficacy is an important predictor of people’s behaviour and wellbeing. In this longitudinal study we investigated patterns of stability and change in early childhood educator self-efficacy (ESE) in child-centred educational practice and its predictors. Early childhood educators completed a questionnaire twice. Latent profile analysis yielded four profiles: decrease profile (21.2%), increase profile (25.0%), low profile (9.6%), and high profile (44.2%). Profiles were used as the outcome of a multinomial logistic regression analysis. The analyses showed that educators’ experience, number of hours worked per week, and institution are significant predictors for profile membership: educators with less professional experience and fewer working hours per week have a higher probability of being in the low profile. Family-based educators have a higher probability of being in the decrease profile than centre-based educators. The lack of opportunities to increase self-efficacy available to less experienced, part-time educators and family-based working educators are discussed in frame of Bandura’s (1997) sources of self-efficacy. Practical interventions such as coaching and tandem building are proposed to strengthen ESE.

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