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SCHOOL PSYCHOLOGISTS’ ETHICAL STRAIN AND RUMINATION: INDIVIDUAL PROFILES AND THEIR ASSOCIATIONS WITH WEEKLY WELL‐BEING 
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下载免费PDF全文 We investigated school psychologists’ experiences of ethical strain (the frequency of ethical dilemmas at work and the stress caused by these dilemmas) and dilemma‐related rumination outside working hours. Individual latent profiles were estimated at the study baseline based on these three dimensions. The psychologists’ weekly well‐being (vigor, exhaustion, and sleep quality) was compared against their profile during the following three working weeks. The sample included 133 school psychologists, among whom four groups were identified: Low ruminators (39%), an Intermediate group (39%), High ruminators (20%), and Atypical outliers (2%). High ruminators fared least well in terms of weekly well‐being. Of all the groups, they reported the lowest levels of vigor, the highest levels of exhaustion, and the lowest sleep quality. The study contributes to understanding how psychologists differ in their experiences of ethical strain, and highlights the role of ruminating: mental detachment from ethical demands is especially important for school psychologists’ well‐being. 相似文献
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European Journal of Psychology of Education - 相似文献
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Tiina Annevirta Eero Laakkonen Riitta Kinnunen Marja Vauras 《Metacognition and Learning》2007,2(1):21-39
The aim of this study was, firstly, to explore the development of primary school children’s metacognitive knowledge from preschool
to the 2nd grade and the development of their text comprehension skill from the 1st grade to the 3rd grade. Secondly, the
developmental dynamics between metacognitive knowledge (MCK) and text comprehension skill (CS) across the first three school
years were investigated. The longitudinal sample included 181 children who were tested three times from preschool spring to
the spring term of the 3rd grade using an identical set of measurements: the Metacognitive Knowledge Test and Listening and
Reading Comprehension Tests. In studying developmental change using Latent Growth Curve modelling (LGC), no uni-construct effect for the development of MCK or for text CS was found. However, a slight multi-construct cumulative
development between the children’s MCK and reading CS was identified. Thus, it could be cautiously interpreted that the more
the children’s MCK developed from preschool to the end of the 2nd grade, the better reading CS they showed during the first
three school years.
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| Tiina AnnevirtaEmail: |
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Ulla Kinnunen Terttu Parkatti Anne Rasku 《Scandinavian Journal of Educational Research》2013,57(3-4):315-332
This article presents an examination of occupational well‐being among teachers in Finland who are over 45‐years of age (n = 1012). Occupational well‐being was described by affective (job anxiety and depression, burnout), behavioral (job competence and aspiration) and health (psychosomatic Symptoms and work ability) components. The structure of well‐being turned out to be two‐dimensional, consisting of affect‐health and behavior dimensions. The level of well‐being among aging teachers was quite high, although 36% of the teachers had Problems of well‐being related to both ajfect‐health and behavior. However, according to the work ability index, only 4% of the 45‐49‐year‐old and 12% of the 55‐59‐year‐old teachers were classified as having poor work ability. Of the demographic variables examined (sex, age, subject and teaching level) the most Variation in occupational well‐being was produced by subject and teaching level. The level of well‐being was lowest among vocational subject teachers in vocational schools and highest among Special dass teachers in comprehensive schools. Attention should thus be directed to the work Situation of vocational teachers, in particular. 相似文献
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Abstract: Mäkinen, R. & Kinnunen, U. 1986. Teacher Stress over a School Year. Scandinavian Journal of Educational Research 30, 55‐70. The accumulation of and recovery from stress among teachers was studied longitudinally over a period of 14 months. Variables related to psychological state and health together with hours of work, free time and night time rest, and the quality of interpersonal relations were measured repeatedly (17 times) in a group of 187 teachers. The results indicate accumulation of stress during the autumn term with the result that weekend recovery disappears in November‐December. The Christmas, mid‐winter and Easter holidays seem to prevent stress accumulation during the spring term. As to inter‐individual differences in stress indicators, moderate concurrent correlations with time budget variables (up to .40) as well as with social relations (up to .59) were revealed. True predictive correlations from the autumn term to the spring term, however, were shown only by the quality of teacher/pupil relations. 相似文献
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Marja Vauras Riitta Kinnunen Tiina Rauhanummi 《European Journal of Psychology of Education - EJPE》1999,14(4):555-569
In the present study, the role of metacognition in the context of integrated strategy intervention was examined. The integrated
strategy training in reading comprehension, mathematics, and metacognition was carried out over a period of seven months with
young 9–10-years-old, 3rd grade elementary school students with learning problems. A pretest-post test design with matched
intervention and control groups was applied. Before the intervention, these students and all their classmates had been followed
up through 1st to 3rd grade, and tested with multiple cognitive and metacognitive tasks each year. The results showed that
early, 1st grade, cognitive-metacognitive differences were strongly associated with later problem solving and reading comprehension
proficiency, thus confirming the importance of reading comprehension strategies and metacognition in mathematical problem
solving. Further, marked training effects were found. The growth of metacognitive awareness, experiences and self-regulation
were observed on the basis of behaviour analyses during the intervention and of post-intervention interviews. However, despite
significant training effects, students who were resistant and those who were responsive to training were identified. The results
showed that early metacognitive proficiency is closely associated with the responsiveness to training efforts. The nature
of metacognitive experiences and the early teaching of metacognitive awareness and self-regulation are emphasised in the conclusions. 相似文献
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Hautala A Martinmaki K Kiviniemi A Kinnunen H Virtanen P Jaatinen J Tulppo M 《Journal of sports sciences》2012,30(6):563-569
We hypothesised that habitual physical activity (PA) together with progressive endurance training contributes to the differences in training response (Δ[V(·)]O(2max)) in healthy and physically active male participants. Twenty volunteers (age 30±3 years and [V(·)]O(2max) 54±7 ml·kg?1·min?1) participated in an eight-week training program which included four to six heart rate-guided exercise sessions weekly. PA data over the whole period were collected by an accelerometer-equipped wristwatch. Individual relative intensities of endurance training and PA were separately determined by adjusting to [V(·)]O(2max) reserve and calculated as mean daily duration (min) of training and PA at light, moderate, high and very high intensity levels. [V(·)]O(2max) increased 6.4±4.1% (p < 0.0001) during the training period. Δ[V(·)]O(2max) correlated with the amount of habitual PA that was mainly of light intensity (r = 0.53, p = 0.016), but not with the duration of moderate, high or very high intensity PA (p = ns for all). Age, body mass index, and daily amount of training at any intensity level of exercise were not related to Δ[V(·)]O(2max) (p = ns for all). In conclusion, a high amount of habitual PA together with prescribed endurance training was associated with good training response in physically active males. 相似文献
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