Fitxers

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Data de publicació

2023-08

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cc-by-nc-nd (c) Elsevier, 2023
Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/227705

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

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Recurs relacionat

https://doi.org/10.1016/j.tate.2023.104166

Resum

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 well-being. 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.

Matèries

Emocions, Actituds dels professors, Resiliència (Tret de la personalitat), Síndrome d'esgotament professional

Matèries (anglès)

Emotions, Teachers' attitudes, Resilience (Personality trait), Burn out (Psychology)

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Col·leccions

Articles publicats en revistes (Didàctica i Organització Educativa)

Citació

CLARÀ, Marc, et al. How teachers' appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisals. Teaching and Teacher Education. 2023. Vol. 130, núm. 104166. ISSN 0742-051X. [consulta: 10 de maig de 2026]. Disponible a: https://hdl.handle.net/2445/227705

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