Next Article in Journal
Opportunities for Environmental Noise Mapping in Saudi Arabia: A Case of Traffic Noise Annoyance in an Urban Area in Jeddah City
Next Article in Special Issue
Individual Characteristics Influencing Physicians’ Perceptions of Job Demands and Control: The Role of Affectivity, Work Engagement and Workaholism
Previous Article in Journal
Fever and Pain Management in Childhood: Healthcare Providers’ and Parents’ Adherence to Current Recommendations
Previous Article in Special Issue
Occupational Stress: Preventing Suffering, Enhancing Wellbeing
Article

Expelling Stress for Primary School Teachers: Self-Affirmation Increases Positive Emotions in Teaching and Emotion Reappraisal

Psychology Group, Leeds Beckett University, Leeds LS1 3HE, UK
*
Author to whom correspondence should be addressed.
Academic Editor: Cary Cooper
Int. J. Environ. Res. Public Health 2016, 13(5), 500; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph13050500
Received: 28 March 2016 / Revised: 4 May 2016 / Accepted: 11 May 2016 / Published: 13 May 2016
(This article belongs to the Special Issue Occupational Stress, Human Health and Wellbeing)
The aim of the present pilot study was to assess the effect of a brief work-related self-affirming implementation intention (WS-AII) on the well-being of primary school teachers. Participants were randomly allocated to one of two conditions: one in which they were asked to create a WS-AII or one in which they were asked to create a control implementation intention (C-II). State anxiety was measured pre- and post-manipulation, self-efficacy at post-manipulation only, and emotions in teaching and emotion regulation at baseline and at a two-week follow-up. There were statistically significant differences between the WS-AII condition and the control. Teachers who created work-related self-affirming implementation intentions reported an immediate reduction in state anxiety. Positive effects extended over the two-week period, with teachers in the WS-AII condition also reporting more positive emotions in teaching and the use of reappraisal emotion regulation strategies rather than emotion suppression. Results suggest that the integration of the WS-AII into existing organisational practice may be of benefit to the well-being of teachers and other highly stressed workers. View Full-Text
Keywords: teaching; stress; anxiety; well-being; self-affirmation; emotions in teaching; emotion regulation; coping teaching; stress; anxiety; well-being; self-affirmation; emotions in teaching; emotion regulation; coping
MDPI and ACS Style

Morgan, J.; Atkin, L. Expelling Stress for Primary School Teachers: Self-Affirmation Increases Positive Emotions in Teaching and Emotion Reappraisal. Int. J. Environ. Res. Public Health 2016, 13, 500. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph13050500

AMA Style

Morgan J, Atkin L. Expelling Stress for Primary School Teachers: Self-Affirmation Increases Positive Emotions in Teaching and Emotion Reappraisal. International Journal of Environmental Research and Public Health. 2016; 13(5):500. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph13050500

Chicago/Turabian Style

Morgan, James, and Lisa Atkin. 2016. "Expelling Stress for Primary School Teachers: Self-Affirmation Increases Positive Emotions in Teaching and Emotion Reappraisal" International Journal of Environmental Research and Public Health 13, no. 5: 500. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph13050500

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop