Self-Care of Canadian School Psychology Graduate Students

Autor/inn/en	Miller, Courtney; Postill, Brittany; Andrews, Jac J. W.
Titel	Self-Care of Canadian School Psychology Graduate Students
Quelle	In: Canadian Journal of School Psychology, 38 (2023) 4, S.349-372 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller, Courtney) ORCID (Postill, Brittany) ORCID (Andrews, Jac J. W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/08295735231183463
Schlagwörter	Caring; Self Management; Foreign Countries; Graduate Students; School Psychology; Predictor Variables; Academic Achievement; Well Being; Affective Behavior; Canada + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Selbstmanagement; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulpsychologie; Prädiktor; Schulleistung; Well-being; Wellness; Wohlbefinden; Affective disturbance; Active behaviour; Affektive Störung; Kanada
Abstract	This study assessed the predictive nature of professional self-care practices on various outcome variables (academic performance, psychological well-being, and affect) and investigated if self-care influenced the relationship between perceived stress and psychological well-being amongst school psychology graduate students across Canada. Participants included 102 Canadian school psychology graduate students (female: 94, male: 8, "M"age: 26.9). Results indicated that professional support and life balance self-care practices predicted increased psychological well-being and that life balance predicted positive affect. Additionally, the results indicated that professional self-care practices strengthened the inverse relationship between perceived stress and psychological well-being, suggesting that self-care practices can buffer the negative effects of perceived stress on well-being. These results highlight the important role that professional self-care plays for school psychology trainees and may guide researchers and practitioners on ways to improve self-care intervention practices within professional and training settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01