Academics' Experiences of a Respite from Work: Effects of Self-Critical Perfectionism and Perseverative Cognition on Postrespite Well-Being

Autor/inn/en	Flaxman, Paul E.; Menard, Julie; Bond, Frank W.; Kinman, Gail
Titel	Academics' Experiences of a Respite from Work: Effects of Self-Critical Perfectionism and Perseverative Cognition on Postrespite Well-Being
Quelle	In: Journal of Applied Psychology, 97 (2012) 4, S.854-865 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9010
DOI	10.1037/a0028055
Schlagwörter	Teacher Burnout; College Faculty; Longitudinal Studies; Teacher Educators; Well Being; Intervention; Behavior Modification + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Fakultät; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Well-being; Wellness; Wohlbefinden; Behaviour modification; Verhaltensänderung
Abstract	This longitudinal study examined relations between personality and cognitive vulnerabilities and the outcomes of a respite from work. A sample of 77 academic employees responded to week-level measures of affective well-being before, during, and on 2 occasions after an Easter respite. When academics were classified as being either high or low in a self-critical form of perfectionism ("doubts about actions"), a divergent pattern of respite to postrespite effects was revealed. Specifically, during the respite, the 2 groups of academics experienced similar levels of well-being. However, during postrespite working weeks, the more perfectionistic academics reported significantly higher levels of fatigue, emotional exhaustion, and anxiety. The greater deterioration in well-being experienced by perfectionist academics when first returning to work was mediated by their tendency for perseverative cognition (i.e., worry and rumination) about work during the respite itself. These findings support the view that the self-critical perfectionist vulnerability is activated by direct exposure to achievement-related stressors and manifested through perseverative modes of thinking. (Contains 5 tables, 2 footnotes and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10