Coinvolgimento lavorativo degli educatori del nido e degli insegnanti della scuola dell’infanzia: studio quali-quantitativo
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Resumo
Downloads
##plugins.themes.bootstrap3.article.details##
Aquellos autores/as que tengan publicaciones con esta revista, aceptan los términos siguientes:
- Los autores/as conservarán sus derechos de autor y garantizarán a la revista el derecho de primera publicación de su obra, el cuál estará simultáneamente sujeto a la Licencia de reconocimiento de Creative Commons que permite a terceros copiar y redistribuir el material en cualquier medio o formato bajo los siguientes términos: —se debe dar crédito de manera adecuada, brindar un enlace a la licencia, e indicar si se han realizado cambios. Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugiera que usted o su uso tienen el apoyo de la licenciante (Atribución); — no se puede hacer uso del material con propósitos comerciales (No Comercial); — si se remezcla, transforma o crea a partir del material, no podrá distribuirse el material modificado (Sin Derivadas).
- Los autores/as podrán adoptar otros acuerdos de licencia no exclusiva de distribución de la versión de la obra publicada (p. ej.: depositarla en un archivo telemático institucional o publicarla en un volumen monográfico) siempre que se indique la publicación inicial en esta revista.
- Se permite y recomienda a los autores/as difundir su obra a través de Internet (p. ej.: en archivos telemáticos institucionales o en su página web) antes y durante el proceso de envío, lo cual puede producir intercambios interesantes y aumentar las citas de la obra publicada. (Véase El efecto del acceso abierto).
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
Referências
Albanese O., Pepe A., Fiorilli C., Gabola P. (2014), “Emozioni, supporto sociale ed esaurimento emotivo negli insegnanti: una relazione complessa”, Psicologia e Scuola, 1, 15-22.
Alhija, F. N. A., & Fresko, B. (2010). Socialization of new teachers: Does induction matter?. Teaching and teacher education, 26(8), 1592-1597.
American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. Retrieved from: https://www.apa.org/ethics/code/ethics-code-2017.pdf
Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. I. (2014). Burnout and work engagement: The JD–R approach. Annu. Rev. Organ. Psychol. Organ. Behav., 1(1), 389-411.
Bakker, A. B., Emmerik, H. V., & Euwema, M. C. (2006). Crossover of burnout and engagement in work teams. Work and occupations, 33(4), 464-489.
Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement particularly when job demands are high. Journal of Educational Psychology, 99(2), 274-284.
Bakker, A. B., & Oerlemans, W. G. (2016). Momentary work happiness as a function of enduring burnout and work engagement. The Journal of psychology, 150(6), 755-778.
Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, T. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work & Stress, 22(3), 187-200.
Bakker, A. B., Tims, M., & Derks, D. (2012). Proactive personality and job performance: The role of job crafting and work engagement. Human relations, 65(10), 1359-1378.
Balducci, C., Fraccaroli, F., & Schaufeli, W. B. (2010). Psychometric properties of the Italian version of the Utrecht Work Engagement Scale (UWES-9). European Journal of Psychological Assessment, 26(2), 143-149.
Bandura, A. (1996). Social cognitive theory of human development. International encyclopedia of education, 2, 5513-5518.
Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307-337.
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal. The Use of Oral Narrative in North American Families, 159.
Bermejo-Toro, L., Prieto-Ursúa, M., & Hernández, V. (2016). Towards a model of teacher well-being: Personal and job resources involved in teacher burnout and engagement. Educational Psychology, 36(3), 481-501.
Bloechliger, O. R., & Bauer, G. F. (2016). Demands and job resources in the child care workforce: Swiss lead teacher and assistant teacher assessments. Early Education and Development, 27(7), 1040-1059.
Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2005). Handbook of Self. Regulation, 451-502.
Boehm, J. K., & Lyubomirsky, S. (2008). Does happiness promote career success?. Journal of career assessment, 16(1), 101-116.
Borman, W. C., Penner, L. A., Allen, T. D., & Motowidlo, S. J. (2001). Personality predictors of citizenship performance. International journal of selection and assessment, 9(1‐2), 52-69.
Brackett, M. A., Palomera, R., Mojsa‐Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion‐regulation ability, burnout, and job satisfaction among British secondary‐school teachers. Psychology in the Schools, 47(4), 406-417.
Burger, J. M., & Caldwell, D. F. (2000). Personality, social activities, job-search behavior and interview success: Distinguishing between PANAS trait positive affect and NEO extraversion. Motivation and Emotion, 24(1), 51-62
Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’ help seeking: examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241-252.
Carmona, C., Buunk, A. P., Peiró, J. M., Rodríguez, I., & Bravo, M. J. (2006). Do social comparison and coping styles play a role in the development of burnout? Cross‐sectional and longitudinal findings. Journal of Occupational and Organizational Psychology, 79(1), 85-99.
Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational psychology review, 21(3), 193-218.
Cropanzano, R., & Wright, T. A. (2001). When a" happy" worker is really a" productive" worker: A review and further refinement of the happy-productive worker thesis. Consulting Psychology Journal: Practice and Research, 53(3), 182-199.
Cumming, T. (2017). Early childhood educators’ well-being: an updated review of the literature. Early Childhood Education, 45(5), 583-593.
Devos, C., Dupriez, V., & Paquay, L. (2012). Does the social working environment predict beginning teachers’ self-efficacy and feelings of depression? Teaching and Teacher Education, 28(2), 206-217.
Diener E. (2000), Subjective well-being: The science of happiness and a proposal for a national index, American Psycologist, 55, 34-43.
Diener, E., Heintzelman, S. J., Kushlev, K., Tay, L., Wirtz, D., Lutes, L. D., & Oishi, S. (2017). Findings all psychologists should know from the new science on subjective well-being. Canadian Psychology/Psychologie canadienne, 58(2), 87-104.
Duckworth, A. L., Quinn, P. D., & Seligman, M. E. (2009). Positive predictors of teacher effectiveness. The Journal of Positive Psychology, 4(6), 540-547.
Dutton, J. E., Worline, M. C., Frost, P. J., & Lilius, J. (2006). Explaining compassion organizing. Administrative Science Quarterly, 51(1), 59-96.
Eldor, L. (2016). Work engagement: Toward a general theoretical enriching model. Human Resource Development Review, 15(3), 317-339.
Eldor, L. (2018). Public Service Sector: The Compassionate Workplace—The Effect of Compassion and Stress on Employee Engagement, Burnout, and Performance. Journal of Public Administration Research and Theory, 28(1),86-103.
Eldor, L., & Shoshani, A. (2016). Caring relationships in school staff: Exploring the link between compassion and teacher work engagement. Teaching and Teacher Education, 59, 126-136.
Field, L. K., & Buitendach, J. H. (2011). Happiness, work engagement and organisational commitment of support staff at a tertiary education institution in South Africa. SA Journal of Industrial Psychology, 37(1), 01-10.
Fiorilli, C., De Stasio, S., Benevene, P., Iezzi, F. D., Pepe, A., & Albanese, O. (2015). COPENHAGEN BURNOUT INVENTORY (CBI): A VALIDATION STUDY IN AN ITALIAN TEACHER GROUP. TPM: Testing, Psychometrics, Methodology in Applied Psychology, 22(4), 537-551.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American psychologist, 56(3), 218-226.
Fredrickson, B. L. (2003). The value of positive emotions: The emerging science of positive psychology is coming to understand why it's good to feel good. American scientist, 91(4), 330-335.
Fredrickson, B. L. (2013). Positive emotions broaden and build. In E. A. Plant & P. G. Devine (Ed.), Advances in experimental social psychology, Vol. 47. San Diego, CA: Academic Press.
Fredrickson, B. L., & Joiner, T. (2002). Positive emotions trigger upward spirals toward emotional well-being. Psychological science, 13(2), 172-175.
Fredrickson, B. L., & Losada, M. F. (2005). Positive affect and the complex dynamics of human flourishing. American psychologist, 60(7), 678-686.
Gwede, C. K., Johnson, D. J., Roberts, C., & Cantor, A. B. (2005). Burnout in clinical research coordinators in the United States. Oncology Nursing Forum, 32(6), 1123-1130
Fredrickson, B. L., Tugade, M. M., Waugh, C. E., & Larkin, G. R. (2003). What good are positive emotions in crisis? A prospective study of resilience and emotions following the terrorist attacks on the United States on September 11th, 2001. Journal of personality and social psychology, 84(2), 365-376.
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of school psychology, 43(6), 495-513.
Halbesleben, J.R.B. (2010). A meta-analysis of work engagement: Relationships with burnout, demands, resources and consequences. In A.B. Bakker & M.P. Leiter (Ed.), Work engagement: Recent developments in theory and research (pp. 102-117). New York: Psychology Press.
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and teacher education, 16(8), 811-826.
Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. New York, NY: Cambridge University Press.
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and teacher education, 21(4), 343-356.
Huynh, J. Y., Xanthopoulou, D., & Winefield, A. H. (2014). The job demands-resources model in emergency service volunteers: Examining the mediating roles of exhaustion, work engagement and organizational connectedness. Work & Stress, 28(3), 305-322.
Hur, E., Jeon, L., & Buettner, C. K. (2016). Preschool teachers’ childcentred beliefs: Direct and indirect associations with work climate and job-related wellbeing. Child Youth Care Forum, 45(3), 451–465.
Hwang, J. Y., Plante, T., & Lackey, K. (2008). The development of the Santa Clara brief compassion scale: An abbreviation of Sprecher and Fehr’s compassionate love scale. Pastoral Psychology, 56(4), 421-428.
Ilies, R., Scott, B. A., & Judge, T. A. (2006). The interactive effects of personal traits and experienced states on intraindividual patterns of citizenship behavior. Academy of Management Journal, 49(3), 561-575.
Iverson, R. D., Olekalns, M., & Erwin, P. J. (1998). Affectivity, organizational stressors, and absenteeism: A causal model of burnout and its consequences. Journal of Vocational behavior, 52(1), 1-23.
Järvelä, S., Volet, S., & Järvenoja, H. (2010). Research on motivation in collaborative learning: Moving beyond the cognitive–situative divide and combining individual and social processes. Educational psychologist, 45(1), 15-27.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of educational research, 79(1), 491-525.
Kahn, J. H., Schneider, K. T., Jenkins‐Henkelman, T. M., & Moyle, L. L. (2006). Emotional social support and job burnout among high‐school teachers: is it all due to dispositional affectivity?. Journal of Organizational Behavior, 27(6), 793-807.
Kahn, J. H., & Scott, N. A. (1997). Predictors of research productivity and science-related career goals among counseling psychology doctoral students. The Counseling Psychologist, 25(1), 38-67.
Klusmann, U., Kunter, M., Trautwein, U., Ludtke, O., & Baumert, J. (2008). Engagement and emotional exhaustion in teachers: does school context make a difference. Health and Wellbeing, 57, 127-151.
Kok, B. E., Coffey, K. A., Cohn, M. A., Catalino, L. I., Vacharkulksemsuk, T., Algoe, S. B., Brantley, M., & Fredrickson, B. L. (2013). How positive emotions build physical health: Perceived positive social connections account for the upward spiral between positive emotions and vagal tone. Psychological science, 24(7), 1123-1132.
Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77(1), 229-243.
Løvgren, M. (2016). Emotional exhaustion in day-care workers. European Early Childhood Education Research Journal, 24(1), 157-167.
Lazarus, R. S. (1993). Coping theory and research: Past, present, and future. Psychosomatic Medicine, 55, 2324-2347.
Lee, K., & Allen, N. J. (2002). Organizational citizenship behavior and workplace deviance: The role of affect and cognitions. Journal of applied psychology, 87(1), 131-142.
Lilius, J. M., Worline, M. C., Maitlis, S., Kanov, J., Dutton, J. E., & Frost, P. (2008). The contours and consequences of compassion at work. Journal of Organizational Behavior, 29(2), 193-218.
Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36(1), 13-24.
Lucas, R. E. (2007). Adaptation and the set-point model of subjective well-being: Does happiness change after major life events?. Current Directions in Psychological Science, 16(2), 75-79.
Luhmann, M., Hofmann, W., Eid, M., & Lucas, R. E. (2012). Subjective well-being and adaptation to life events: a meta-analysis. Journal of personality and social psychology, 102(3), 592-615.
Lyubomirsky, S. (2001). Why are some people happier than others? The role of cognitive and motivational processes in well-being. American psychologist, 56(3), 239-249.
Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social indicators research, 46(2), 137-155.
Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success?. Psychological bulletin, 131(6), 803-855.
Maslach, C. (1999). Progress in Understanding Teacher Burnout. In Vendenberghe R. & Huberman A. M. (Ed.), Understanding and Preventing Teacher Burnout (pp. 211-222 ) New York: Cambridge University Press.
Mason, V. M., Leslie, G., Clark, K., Lyons, P., Walke, E., Butler, C., & Griffin, M. (2014). Compassion fatigue, moral distress, and work engagement in surgical intensive care unit trauma nurses: a pilot study. Dimensions of Critical Care Nursing, 33(4), 215-225.
Mauno, S., Ruokolainen, M., Kinnunen, U., & De Bloom, J. (2016). Emotional labour and work engagement among nurses: examining perceived compassion, leadership and work ethic as stress buffers. Journal of advanced nursing, 72(5), 1169-1181.
Miles, D. E., Borman, W. E., Spector, P. E., & Fox, S. (2002). Building an integrative model of extra role work behaviors: A comparison of counterproductive work behavior with organizational citizenship behavior. International Journal of Selection and Assessment, 10(1‐2), 51-57.
Morgeson, F. P., & Humphrey, S. E. (2006). The Work Design Questionnaire (WDQ): developing and validating a comprehensive measure for assessing job design and the nature of work. Journal of applied psychology, 91(6), 1321-1339.
O’Brien, P. J. (2006). Creating compassion and connection in the work place. Journal of Systemic Therapies, 25(1), 16-36.
Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503-513.
Peeters, M. A., & Rutte, C. G. (2005). Time management behavior as a moderator for the job demand-control interaction. Journal of occupational health psychology, 10(1), 64-75.
Pietarinen, J., Pyhältö, K., Soini, T., & Salmela-Aro, K. (2013). Reducing teacher burnout: A socio-contextual approach. Teaching and Teacher Education, 35, 62-72.
Pyhältö, K., Pietarinen, J., & Salmela-Aro, K. (2011). Teacher–working-environment fit as a framework for burnout experienced by Finnish teachers. Teaching and Teacher Education, 27(7), 1101-1110.
Pomaki, G., DeLongis, A., Frey, D., Short, K., & Woehrle, T. (2010). When the going gets tough: Direct, buffering and indirect effects of social support on turnover intention. Teaching and Teacher Education, 26(6), 1340-1346.
Pillay, H., Goddard, R., & Wilss, L. (2005). Well-Being, Burnout and Competence: Implications for Teachers. Australian Journal of Teacher Education, 30(2), 21-31.
Rodríguez-Muñoz, A., Sanz-Vergel, A. I., Demerouti, E., & Bakker, A. B. (2014). Engaged at work and happy at home: A spillover–Crossover model. Journal of Happiness Studies, 15(2), 271-283.
Saarni C. (1999), The development of emotional competence, Guilford Press, New York.
Salanova, M., & Schaufeli, W. (2009). El engagement en el trabajo: cuando el trabajo se convierte en pasión. Alianza editorial.
Salmela-Aro, K. (2009). Personal goals and well-being during critical life transitions: the 4 C’s e channeling, choice, co-agency and compensation. Advances in Life Course Research, 14, 63-73.
Salmela-Aro, K., Tolvanen, A., & Nurmi, J. E. (2011). Social strategies during university studies predict early career work burnout and engagement: 18-year longitudinal study. Journal of Vocational Behavior, 79(1), 145-157.
Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi‐sample study. Journal of Organizational Behavior, 25(3), 293-315.
Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and psychological measurement, 66(4), 701-716.
Schreyer, I., & Krause, M. (2016). Pedagogical staff in children’s day care centres in Germany–links between working conditions, job satisfaction, commitment and work-related stress. Early Years, 36(2), 132-147.
Sharplin, E., O’Neill, M., & Chapman, A. (2011). Coping strategies for adaptation to new teacher appointments: Intervention for retention. Teaching and Teacher Education, 27(1), 136-146.
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and teacher education, 27(6), 1029-1038.
Soini, T., Pyhältö, K., & Pietarinen, J. (2010). Pedagogical well‐being: reflecting learning and well‐being in teachers’ work. Teachers and Teaching: theory and practice, 16(6), 735-751.
Sprecher, S., & Fehr, B. (2005). Compassionate love for close others and humanity. Journal of Social and Personal Relationships, 22(5), 629-651.
Staw, B. M., & Barsade, S. G. (1993). Affect and managerial performance: A test of the sadder-but-wiser vs. happier-and-smarter hypotheses. Administrative Science Quarterly, 38(2), 304-331.
Staw, B. M., Sutton, R. I., & Pelled, L. H. (1994). Employee positive emotion and favorable outcomes at the workplace. Organization Science, 5(1), 51-71.
Stoeber, J., & Rennert, D. (2008). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, stress, and coping, 21(1), 37-53.
Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational psychology review, 15(4), 327-358.
Tehan, M., & Robinson, P. (2009). Leading the way: Compassion in the workplace. Illness, Crisis & Loss, 17(2), 93-111.
Tikkanen, L., Pyhältö, K., Pietarinen, J., & Soini, T. (2017). Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies. Social Psychology of Education, 20(2), 259-274.
Thoresen, C. J., Kaplan, S. A., Barsky, A. P., Warren, C. R., & de Chermont, K. (2003). The affective underpinnings of job perceptions and attitudes: a meta-analytic review and integration.
Tremblay, M. A., & Messervey, D. (2011). The Job Demands-Resources model: Further evidence for the buffering effect of personal resources. SA Journal of Industrial Psychology, 37(2), 10-19.
Tugade, M. M., & Fredrickson, B. L. (2004). Resilient individuals use positive emotions to bounce back from negative emotional experiences. Journal of personality and social psychology, 86(2), 320.
Underwood, R. A. (2009). U.S. Patent No. 7,491,200. Washington, DC: U.S. Patent and Trademark Office.
Warr, P. (2007). Work, Happiness, and Unhappiness. Mahwah, NJ: Lawrence Erlbaum.
Watson, D., & Clark, L. A. (1999). The PANAS-X: Manual for the positive and negative affect schedule-expanded form.
Watson, D., Clark, L. A., & Carey, G. (1988). Positive and negative affectivity and their relation to anxiety and depressive disorders. Journal of abnormal psychology, 97(3), 346.
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of personality and social psychology, 54(6), 1063.
Watson, D., & Tellegen, A. (1985). Toward a consensual structure of mood. Psychological bulletin, 98(2), 219.
Weiss, H. M., & Cropanzano, R. (1996). Affective Events Theory: A theoretical discussion of the structure, causes and consequences of affective experiences at work. In B. M. Staw & L. L. Cummings (Ed.), Research in organizational behavior: An annual series of analytical essays and critical reviews, Vol. 18, ( pp. 1-74). US: Elsevier Science/JAI Press.
Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2007). The role of personal resources in the job demands-resources model. International journal of stress management, 14(2), 121.
Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2009). Reciprocal relationships between job resources, personal resources, and work engagement. Journal of Vocational behavior, 74(3), 235-244.