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Autor/inn/en | Arens, A. Katrin; Morin, Alexandre J. S. |
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Titel | Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes |
Quelle | In: Journal of Educational Psychology, 108 (2016) 6, S.800-813 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/edu0000105 |
Schlagwörter | Teacher Burnout; Outcomes of Education; Self Concept; Teacher Student Relationship; Student Satisfaction; Academic Achievement; Achievement Tests; Foreign Countries; Grade 4; International Assessment; Reading Achievement; Reading Tests; Elementary School Students; Elementary School Teachers; Maximum Likelihood Statistics; Statistical Analysis; Hierarchical Linear Modeling; Structural Equation Models; Likert Scales; Germany; Progress in International Reading Literacy Study Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lernleistung; Schulerfolg; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Lesetest; Elementary school; Grundschule; Volksschule; Lehrende; Statistische Analyse; Likert-Skala; Deutschland |
Abstract | Studies investigating the effects of emotional exhaustion among teachers have primarily focused on its relations with teacher-related outcome variables but little research has been done for examining its relations with student outcomes. Therefore, this study examines the relations between teachers' emotional exhaustion and educational outcomes among students. Students' educational outcomes considered here cover a wide range of cognitive (i.e., achievement in terms of school grades and standardized achievement test scores) and noncognitive (competence self-perceptions, school satisfaction, and perceptions of teacher support) outcomes. The analyses are based on the PIRLS 2006 German data including 380 teachers and 7,899 4th grade students. The results demonstrated direct negative relations between teachers' emotional exhaustion and the class average of students' school grades, standardized achievement test scores, school satisfaction, and perceptions of teacher support, but not competence self-perceptions. At the individual student level, the results showed significant relations between noncognitive outcomes and academic achievement. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |