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1دورية أكاديمية
المؤلفون: Stan, Rosana, Vîrgă, Delia
المصدر: Journal of East European Management Studies, 2021 Jan 01. 26(4), 688-705.
الوصول الحر: https://www.jstor.org/stable/27284530Test
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المؤلفون: Stan, Rosana, Bonchiş, Elena
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3دورية أكاديمية
المؤلفون: Stan, Rosana
المصدر: Frontiers in Psychology ; volume 13 ; ISSN 1664-1078
مصطلحات موضوعية: General Psychology
الوصف: Teachers’ job-related well-being has been affected by the sudden shift to emergency remote online teaching due to the COVID-19 pandemic which has totally reshaped the task performance. Therefore, this study attempts to enlighten the possible reasons for the deterioration in teachers’ job-related well-being and proposes an integrated application of three models of prediction for job-related affective well-being and burnout as teachers’ indicators for the well-being in online teaching settings. The first model includes personality traits (extroversion, neuroticism, and conscientiousness) measured with the revised neuroticism, extroversion, and openness personality inventory (NEO-PI-R). The second model integrates an indispensable skill for the online teaching which is technological pedagogical content knowledge (TPCK) as technology-related teaching skill conceptualized by the TPACK framework. The TPACK model is a technology integration that identifies three types of knowledge instructors need to combine for successful EdTech integration - technological, pedagogical, and content knowledge (i.e., TPACK). The third model, a multidimensional one, includes coping mechanisms (e.g., problem-focused coping, emotion-focused coping, social support coping, and avoidant coping) as mediators in the relationship between personality traits and TPCK on the one side, and job-related well-being indicators on the other side. Findings from regression analyses were used to test the first two models, and the findings from a mediation analysis were used to test the third model to show that teachers’ TPCK explains a significant amount of variance in the job-related affective well-being of the teachers. The analyses also demonstrate that avoidant coping particularly mediates the relation between burnout and job-related affective well-being during COVID-19 school closures. Results indicate the efficacy of the TPACK model in increasing the job-related well-being of the teachers. The analysis of the data led to recommend that teachers should ...
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4دورية أكاديمية
المؤلفون: Stan, Rosana, Ciobanu, Cristina
المصدر: Int J Environ Res Public Health
الوصف: Based on Job Demands-Resources (JD-R), Conservation of Resources (COR) and self-regulation theories integration, this study investigated the association between role ambiguity and emotional exhaustion among 191 Romanian dentists, as well as the chain mediating role of cognitive crafting and three personal resources (resilience, optimism, and self-efficacy). Three conceptual models which included, separately, the three personal resources were proposed. PROCESS macros were used to verify the hypotheses related to the testing of the path mediation models. The results indicated that role ambiguity was directly and positively associated with dentists’ burnout. More importantly, the sequential indirect effect of role ambiguity on burnout via mediators in chains (cognitive crafting and resilience for the first model; cognitive crafting and optimism for the second model; cognitive crafting and self-efficacy for the third model) was significant. The findings provide a direction for dentists’ health intervention because it reveals how the negative impact of role ambiguity on emotional exhaustion increasing can be buffered by the cumulative effect of cognitive crafting and different personal resources, as a result of their chain reinforcement.
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5دورية أكاديمية
المؤلفون: Stan, Rosana
المصدر: International Journal of Education & Psychology in the Community; 2023, Vol. 13 Issue 1/2, p45-69, 25p
مصطلحات موضوعية: BULLYING, SATISFACTION, HIGH school students, TEENAGERS
مستخلص: The study investigates the relevance of psychological needs satisfaction and coping strategies in case of victimization and bully perpetration roles and analyses whether coping strategies used by bullying involved and uninvolved adolescents differ. The participants were 243 high school students, 135 boys (55.6%) and 108 girls aged between 14-18 years (m=16.57; SD=1.07). A revised version of the Olweus Bully/Victim Questionnaire (Olweus, 1996) was used for measuring bully perpetrator and victimization behaviours (continuous approach) and for the classification of adolescents in relation to bullying (categorical approach). Hierarchical multiple regressions revealed that the male gender, the need for relatedness, and avoidant coping predict higher score for the victim scale. However, the test of a predictive model for the bully perpetration scale emphasized that only avoidant coping has a significant effect on bullying perpetration behaviour, over and above the gender effect. Besides, the results highlighted a frequent use of social support seeking, behavioural disengagement and denial for pure victims and bully-victims on the one side compared with bullying uninvolved adolescents on the other side. Gender and bullying status interaction has no effect on the use of coping strategies. Implications for intervention practices are discussed. [ABSTRACT FROM AUTHOR]
: Copyright of International Journal of Education & Psychology in the Community is the property of University of Oradea Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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8دورية أكاديمية
المؤلفون: Stan, Rosana, Vîrgă, Delia
المصدر: Scandinavian Journal of Psychology ; volume 62, issue 4, page 552-563 ; ISSN 0036-5564 1467-9450
الوصف: This study investigates the effects of psychological needs satisfaction on teacher’s commitment, over and above the impact of social and organizational resources, by building a model based on the Job Demands‐Resources theory, Self‐Determination Theory, and Conservation of Resources Theory. Hierarchical multiple regressions with data obtained from a sample of 301 Romanian teachers (89% women) reveal that psychological needs satisfaction explains a significant amount of variance in teacher commitment, compared to the variance explained by social resources and organizational resources (affective and normative organizational commitment). These results highlight the role of needs’ satisfaction in predicting teachers’ commitment and provide valuable information for practitioners aiming to design interventions to increase teachers’ commitment.
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9دورية أكاديمية
المؤلفون: Stan, Rosana
المصدر: Romanian Journal of School Psychology; Dec2020, Vol. 13 Issue 26, p39-51, 13p
مستخلص: The context of actual pandemic requires analyzing workers' proactive behavior to modify the workplace. The objective of the present study is to analyze the effect of job crafting on work engagement and to steer on teachers' possible crafting behaviors for adjusting to the new job demands in the context of on-line teaching imposed by the pandemic. A meta-analysis of nine studies focused on the relationship between the above-mentioned variables was carried out. Overall results indicate an average positive significant effect of job crafting on work engagement. This finding indicates possible benefits to be taken into account by using job crafting strategies for developing adaptive responses to future challenges. [ABSTRACT FROM AUTHOR]
: Copyright of Romanian Journal of School Psychology is the property of Asociatia Nationala a Psihologilor Scolari and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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10دورية أكاديمية
المؤلفون: Stan, Rosana
المصدر: Romanian Journal of School Psychology; Dec2019, Vol. 12 Issue 24, p66-80, 15p
مصطلحات موضوعية: SPECIAL education teachers, PSYCHOLOGICAL distress, GENERAL education, TEACHER education, SATISFACTION
مستخلص: Within the frame of the Self Determination Theory (SDT, Deci & Ryan, 2000), the primary purpose of this study was to identify if resources such as the experience of teaching and the extent to which basic psychological needs are satisfied at the workplace are predictors for teachers' psychological distress, among both general and special educators. A secondary purpose was to determine if there are differences regarding psychological resources between these categories of professionals. We performed two separate regression analysis for both categories of teachers followed by a comparison regarding the psychological needs' satisfaction. The fulfillment of basic psychological needs predicts negatively teachers 'psychological distress. On the other hand, teachers for special education programs were found to be more dissatisfied regarding the fulfillment of the need for competence by comparison with teachers for general education. Additional analyses revealed that the years of experience were found to be associated with an increased need for competence but only for special education teachers. The implications of these findings for intervention and prevention programs are discussed further. [ABSTRACT FROM AUTHOR]
: Copyright of Romanian Journal of School Psychology is the property of Asociatia Nationala a Psihologilor Scolari and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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