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Πεδίο DC | Τιμή | Γλώσσα |
---|---|---|
dc.contributor.author | Platsidou, Maria | - |
dc.contributor.author | Agaliotis, Ioannis | - |
dc.date.accessioned | 2019-11-28T13:53:48Z | - |
dc.date.available | 2019-11-28T13:53:48Z | - |
dc.date.issued | 2017 | - |
dc.identifier | DOI: 10.1080/1034912X.2016.1174191 | en_US |
dc.identifier.issn | ISSN: 1034-912X | en_US |
dc.identifier.issn | 1465-346X | en_US |
dc.identifier.uri | https://doi.org/10.1080/1034912X.2016.1174191 | en_US |
dc.identifier.uri | https://ruomo.lib.uom.gr/handle/7000/480 | - |
dc.description.abstract | The role of empathy in the teaching profession has been vastly investigated in relation to its effect on students, but research on how teachers’ empathy affects their own well-being at work is limited. This study investigated empathy and instructional assignmentrelated stress factors of primary school teachers serving in general or special education; moreover, it investigated if empathy predicted instructional assignment-related stress. Data were collected from 190 primary school teachers using the Interpersonal Reactivity Index and the Inventory of Job-related Stress Factors. Teachers reported moderately high levels of perspective-taking and empathic concern and lower levels of fantasising and personal distress. Also, they reported moderate to low levels of stress regarding instructional assignment-related factors. General and special education teachers did not differ in their reported scores on empathy or stress-related factors. Finally, it was found that instructional assignment-related stress factors can be predicted by personal distress and fantasising; however, the core empathy skills (empathic concern and perspective taking) were not found to be strong predictors of the stress factors tested. | en_US |
dc.language.iso | en | en_US |
dc.source | International Journal of Disability, Development and Education | en_US |
dc.subject | FRASCATI::Social sciences | en_US |
dc.subject.other | Empathy | en_US |
dc.subject.other | general education | en_US |
dc.subject.other | instructional assignmentrelated stress | en_US |
dc.subject.other | Interpersonal Reactivity Index | en_US |
dc.subject.other | inventory of job-related stress factors | en_US |
dc.subject.other | perspective taking | en_US |
dc.subject.other | special education | en_US |
dc.subject.other | teachers | en_US |
dc.title | Does Empathy Predict Instructional Assignment- Related Stress? A Study in Special and General Education Teachers | en_US |
dc.type | Article | en_US |
dc.contributor.department | Τμήμα Εκπαιδευτικής & Κοινωνικής Πολιτικής | en_US |
local.identifier.volume | 64 | en_US |
local.identifier.issue | 1 | en_US |
local.identifier.firstpage | 57 | en_US |
local.identifier.lastpage | 75 | en_US |
Εμφανίζεται στις Συλλογές: | Τμήμα Εκπαιδευτικής & Κοινωνικής Πολιτικής |
Αρχεία σε αυτό το Τεκμήριο:
Αρχείο | Περιγραφή | Μέγεθος | Μορφότυπος | |
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Empathy_Platsidou.pdf | Pre-print | 677,61 kB | Adobe PDF | Προβολή/Ανοιγμα |
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