Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2023, Cilt: 12 Sayı: 3, 261 - 268, 31.12.2023

Franziska Bredehöft

Öz

Kaynakça

  • Aeppli, J., & Lötscher, H. (2016). EDAMA – ein Rahmenmodell für Reflexion. Beiträge zur Lehrerinnen- und Lehrerbildung, 34(1), 78-97. https://doi.org/10.25656/01:13921 Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International Journal of Environmental Research and Public Health, 19(17), 10706. https://doi.org/10.3390/ijerph191710706
  • Bakker, A.B. and Oerlemans, W. (2011). Subjective well-being in organizations. In K.S. Cameron & G.M. Spreitzer (Eds.), The Oxford handbook of positive organizational scholarship (pp. 178-189). Oxford University Press.
  • Bartlett, M. S. (1954). A note on the multiplying factors for various χ 2 approximations. Journal of the Royal Statistical Society. Series B (Methodological), 296-298.
  • Bredehöft, F. & Walkenhorst, U. (2021). Die Wirksamkeitsevaluation einer Reflexionsgruppe im Osnabrücker Portfolio-Projekt. In Y. Völschow & K. Kunze (Hrsg.), Reflexion und Beratung in der Lehrerinnen- und Lehrerbildung: Beiträge zur Professionalisierung in der Aus- und Fortbildung von Lehrkräften: Beiträge zur Professionalisierung von Lehrkräften (S. 217-234). Opladen: Barbara Budrich.
  • Chan, D. W. (2003). Hardiness and its role in the stress–burnout relationship among prospective Chinese teachers in Hong Kong. Teaching and Teacher Education, 19(4), 381-395. https://doi.org/10.1016/S0742-051X(03)00023-4
  • Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319. https://doi.org/10.1037/1040-3590.7.3.309
  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204. https://doi.org/doi/10.1037/a0029356
  • Deci, E. L., & Ryan, R. M. (2000). The „what“ and „why“ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
  • Dekovic, M., Janssens, J. M. A. M., & Gerris, J. R. M. (1991). Factor structure and construct validity of the Block Child Rearing Practices Report (CRPR). Psychological Assessment, 3, 182-187. http://dx.doi.org/10.1037/1040-3590.3.2.182
  • Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Heath & Co Publishers.
  • Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542. https://doi.org/10.1037/0033-2909.95.3.542
  • Diener, E., Lucas, R. E., & Oishi, S. (2002). Subjective well-being: The science of happiness and life satisfaction. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 463–73). Oxford University Press.
  • Diener, E., Sandvik, E., Pavot, W., & Gallagher, D. (1991). Response artifacts in the measurement of subjective well-being. Social Indicators Research, 24, 35-56. https://doi.org/10.1007/BF00292649
  • Diener, E., and Scollon, C. N. (2014). The what, why, when, and how of teaching the science of subjective well-being. Teaching of Psychology, 41, 175-183. https://doi.org/10.1177/0098628314530346
  • Dreyer, L. M. (2015). Reflective journaling: A tool for teacher professional development. Africa Education Review, 12(2), 331-344. https://doi.org/10.1080/18146627.2015.1108011
  • Everitt, B. S., & Skrondal, A. (2010). The Cambridge Dictionary of Statistics. Cambridge University Press
  • Fabrigar, L. R., Wegener D. T., MacCallum R. C., Strahan E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4, 272-299. https://doi.org/10.1037/1082-989X.4.3.272
  • Fabrigar, L. R., & Wegener, D. T. (2012). Exploratory factor analysis. New York, NY: Oxford University Press.
  • Fatima, S. F., & Wolf, S. (2020). Cumulative risk and newly qualified teachers’ professional well-being: Evidence from rural Ghana. Research in Comparative and International Education, 15(4), 414-436. https://doi.org/10.1177/1745499920926792
  • Field, A. (2009). Discovering statistics using SPSS. London and New York: Sage.
  • Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23(6), 916-934. https://doi.org/10.1016/j.tate.2006.03.013
  • Grant, A. M., Franklin, J., & Langford, P. (2002). The self-reflection and insight scale: A new measure of private self-consciousness. Social Behavior and Personality: An International Journal, 30(8), 821-835. https://doi.org/10.2224/sbp.2002.30.8.821
  • Greif, S. (2008). Coaching und ergebnisorientierte Selbstreflexion. Göttingen: Hogrefe.
  • Grob, U., & Maag Merki, K. (2001). Überfachliche Kompetenzen. Theoretische Grundlagen und empirische Erprobung eines Indikatorensystems. Berlin: Peter Lang.Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24(7), 1884-1892. https://doi.org/10.1016/j.tate.2008.02.010
  • Harmsen, R., Helms-Lorenz, M., Maulana, R., & van Veen, K. (2018). The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching, 24(6), 626-643. https://doi.org/10.1080/13540602.2018.1465404
  • Harrington, R., & Loffredo, D. A. (2010). Insight, rumination, and self-reflection as predictors of well-being. The Journal of Psychology, 145(1), 39-57. https://doi.org/10.1080/00223980.2010.528072
  • Harrington, R., Loffredo, D. A., & Perz, C. A. (2016). Dispositional mindfulness facets and self-insight as predictors of subjective well-being: An exploratory analysis. North American Journal of Psychology, 18(3), 469-482.
  • Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. https://doi.org/10.1016/0742-051X(94)00012-U
  • Henry, C. (1999). The role of reflection in student teachers' perceptions of their professional development. Art Education, 52(2), 14-20. https://doi.org/10.1080/00043125.1997.11650891
  • Holden, R. R., Fekken, G. C., & Cotton, D. H. G. (1991). Assessing psychopathology using structured test-item response latencies. Psychological Assessment, 3, 111-118. http://dx.doi.org/10.1037/1040-3590.3.1.111
  • Jerrim, J., & Sims, S. (2021). When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks. Teaching and Teacher Education, 105, 103395. https://doi.org/10.1016/j.tate.2021.103395
  • Judge, T. A. (2009). Core self-evaluations and work success. Current Directions in Psychological Science, 18(1), 58-62. https://doi.org/10.1111/j.1467-8721.2009.01606.x
  • Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2003). The core self‐evaluations scale: Development of a measure. Personnel Psychology, 56(2), 303-331. https://doi.org/10.1111/j.1744-6570.2003.tb00152.x
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36.
  • Kunze, I., & Herieks, U. (2002). Entwicklungsaufgaben von Lehramtsstudierenden, Referendaren und Berufseinsteigern. Ein Beitrag zur Professionalisierungsforschung. Zeitschrift für Erziehungswissenschaft, 5(3), 401-416. https://doi.org/10.1007/s11618-002-0058-y
  • Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114-129. https://doi.org/10.1016/j.cedpsych.2011.01.002
  • Klassen, R., Wilson, E., Siu, A. F., Hannok, W., Wong, M. W., Wongsri, N., ... & Jansem, A. (2013). Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries. European Journal of Psychology of Education, 28, 1289-1309. https://doi.org/10.1007/s10212-012-0166-x
  • Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teachers’ occupational well-being and quality of instruction: the important role of self-regulatory patterns. Journal of Educational Psychology, 100, 702-715. https://doi.org/ 10.1037/0022-0663.100.3.702
  • Korthagen, F. A. J., & Wubbels, T. (1991, April). Characteristics of Reflective Practitioners: Towards an Operationalization of the Concept of Reflection. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, USA.
  • Kristensen, T. S., Borritza, M., Villadsen, E., & Christensen, K. B. (2005). The Copenhagen Burnout Inventory: A new tool for the assessment of burnout. Work & Stress, 19(3), 192-207. https://doi.org/10.1080/02678370500297720
  • Körkkö, M., Kyrö-Ämmälä, O., & Turunen, T. (2016). Professional development through reflection in teacher education. Teaching and Teacher Education, 55, 198-206. https://doi.org/10.1016/j.tate.2016.01.014
  • Lyke, J. A. (2009). Insight, but not self-reflection, is related to subjective well-being. Personality and Individual Differences, 46(1), 66-70. https://doi.org/10.1016/j.paid.2008.09.010
  • Lyubomirsky, S., Tucker, K. L., Caldwell, N. D., & Berg, K. (1999). Why ruminators are poor problem solvers: Clues from the phenomenology of dysphoric rumination. Journal of Personality and Social Psychology, 77(5), 1041-1060. https://doi.org/10.1037/0022-3514.77.5.1041
  • Mathew, P., Mathew, P., & Peechattu, P. J. (2017). Reflective practices: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131.
  • Matthews, G., & Wells, A. (2004). Rumination, Depression, and Metacognition: The S-REF Model. In C. Papageorgiou, & A. Wells (Eds.), Depressive Rumination. Nature, Theory and Treatment (pp. 125-151). West Sussex: John Wiley & Sons.McInerney,
  • D. M., Korpershoek, H., Wang, H., Morin, A. J. S. (2018). Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. Teaching and Teacher Education, 71, 145-158. https://doi.org/10.1016/j.tate.2017.12.020
  • Meyer, M., Wing, L., Schenkel, A., Meschede, M. (2021). Krankheitsbedingte Fehlzeiten nach Branchen im Jahr 2020. In: B. Badura, A. Ducki, H. Schröder, & M. Meyer (Hrsg.), Fehlzeiten-Report 2021 (S. 539-766). Springer. https://doi.org/10.1007/978-3-662-63722-7_28
  • Mirzaei, A., Carter, S. R., Patanwala, A. E., & Schneider, C. R. (2022). Missing data in surveys: Key concepts, approaches, and applications. Research in Social and Administrative Pharmacy, 18(2), 2308-2316. https://doi.org/10.1016/j.sapharm.2021.03.009
  • Murphy, T. R., Masterson, M., Mannix-McNamara, P., Tally, P., & McLaughlin, E. (2020). The being of a teacher: Teacher pedagogical well-being and teacher self-care. Teachers and Teaching, 26(7-8), 588-601. https://doi.org/10.1080/13540602.2021.1913403
  • Nilsson, A. H., Friedrichs, K., & Kajonius, P. (2022). Know Thyself! Predicting Subjective Well-Being from personality estimation discrepancy and self-insight. Current Psychology, 1-10. https://doi.org/10.1007/s12144-022-03396-1O’Connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior Research Methods, Instruments, & Computers, 32(3), 396-402. https://doi.org/10.3758/BF03200807
  • Op den Kamp, E. M., Bakker, A. B., Tims, M., & Demerouti, E. (2018). Proactive vitality management and creative work performance: The role of self‐insight and social support. The Journal of Creative Behavior, 54(2), 323-336. https://doi.org/10.1002/jocb.368
  • Papageorgiou, C., & Wells, A. (2003). An Empirical Test of a Clinical Meta-cognitive Model of Rumination and Depression. Cognitive Therapy and Research, 27(3), 261-273. https://doi.org/10.1023/A:1023962332399Parpala, A., & Postareff, L. (2021). Supporting high-quality teaching in higher education through the HowUTeach self-reflection tool. Ammattikasvatuksen aikakauskirja, 23(4), 61-67. https://doi.org/10.54329/akakk.113327
  • Pedro, J. Y. (2005). Reflection in teacher education: exploring pre‐service teachers’ meanings of reflective practice. Reflective Practice, 6(1), 49-66. https://doi.org/10.1080/1462394042000326860
  • Postholm, M. B. (2008). Teachers developing practice: Reflection as key activity. Teaching and Teacher Education, 24(7), 1717-1728. https://doi.org/10.1016/j.tate.2008.02.024Ran, J., Liu, H., Yuan, Y., Yu, X., & Dong, T. (2023). Linking Career Exploration, Self-Reflection, Career Calling, Career Adaptability and Subjective Well-Being: A Self-Regulation Theory Perspective. Psychology Research and Behavior Management, 16, 2805-2817, https://doi.org/10.2147/PRBM.S420666
  • Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Education Research Journal, 50(1), 4-36. https://doi.org/10.3102/0002831212463813
  • Schutz, S. (2013). Assessing and Evaluating Reflection. In C. Bulman & S. Schutz (Eds.), Reflective Practice in Nursing (5th Ed.) (pp. 201-224). West Sussex: John Wiley & Sons.
  • Sellars, M. (2012). Teachers and change: The role of reflective practice. Procedia-Social and Behavioral
  • Sciences, 55, 461-469. https://doi.org/10.1016/j.sbspro.2012.09.525
  • Sellars, M. (2017). Reflective practice for teachers. Los Angeles: SAGE.
  • Selwyn, J., & Grant, A. M. (2019). Self-regulation and solution-focused thinking mediate the relationship between self-insight and subjective well-being within a goal-focused context: An exploratory study. Cogent Psychology, 6(1), 1-15. https://doi.org/10.1080/23311908.2019.1695413
  • Silvia, P. J., & Abele, A. E. (2002). Can positive affect induce self-focused attention? Methodological and measurement issues. Cognition & Emotion, 16(6), 845-853. https://doi.org/10.1080/02699930143000671
  • Skaalvik, E. M., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21(5), 1251-1275. https://doi.org/10.1007/s11218-018-9464-8
  • Slade, M. L., Burnham, T. J., Catalana, S. M., & Waters, T. (2019). The Impact of Reflective Practice on Teacher Candidates' Learning. International Journal for the Scholarship of Teaching and Learning, 13(2), 1-8. https://doi.org/10.20429/ijsotl.2019.130215
  • Sonnentag, S. (2015). Dynamics of well-being. Annual Review of Organizational Psychology and Organizational Behavior, 2, 261-293. https://doi.org/10.1146/annurev-orgpsych-032414-111347
  • Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23, 457-477. https://doi.org/10.1007/s10648-011-9170-y
  • Stein, D., & Grant, A. M. (2014). Disentangling the relationships among self-reflection, insight, and subjective well-being: The role of dysfunctional attitudes and core self-evaluations. The Journal of Psychology, 148(5), 505-522. https://doi.org/10.1080/00223980.2013.810128Stevens, J. P. (2009). Applied multivariate statistics for the social sciences. New York: Routledge. https://doi.org/10.4324/9780203843130
  • Velicer, W. F. (1976). Determining the number of components from the matrix of partial correlations. Psychometrika, 41(3), 321-327. https://doi.org/10.1007/BF02293557
  • Wade, R., Yarbrough, C., & Donald, B. (1996). Portfolios: A tool for reflective thinking in teacher education? Teaching & Teacher Education, 12(1), 63-79. https://doi.org/10.1016/0742-051X(95)00022-C
  • WHO (1998). Wellbeing Measures in Primary Health Care/The Depcare Project. WHO Regional Office for Europe: Copenhagen.Wosnitza, M., Delzepich, R., Schwarze, J., O’Donnell, M., Faust, V., & Camilleri, V. (2018). Enhancing teacher resilience: From self-reflection to professional development. In M. Wosnitza, F. Peixoto, S. Beltman and C. F. Mansfield (Eds.), Resilience in Education (pp. 275-288). Cham: Springer. https://doi.org/10.1007/978-3-319-76690-4_16
  • Wyss, C. (2013). Unterricht und Reflexion: Eine mehrperspektivische Untersuchung der Unterrichts- und Reflexionskompetenz von Lehrkräften. Münster: Waxmann.
  • Zeichner, K., & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23-48. https://doi.org/10.17763/haer.57.1.j18v7162275t1w3w

The importance of job-related self-insight, not self-reflection, for well-being and burnout in student teachers

Yıl 2023, Cilt: 12 Sayı: 3, 261 - 268, 31.12.2023

Franziska Bredehöft

Öz

The present study aims to explain the relationship between the need for self-reflection, job-related self-reflection, job-related self-insight, and well-being as well as burnout in student teachers. A cross-sectional study of 607 student teachers in Germany reveals that job-related self-insight, but not job-related self-reflection nor the need for self-reflection, significantly predicts levels of well-being and burnout. The study results imply that gaining insight into one's career choice and one's strengths and weaknesses concerning the teaching profession are important factors in predicting well-being and burnout. Student teachers with high levels of job-related insight may be more inclined to embrace their impending responsibilities as educators, feel satisfied with their career decision, recognize their individual professional skills and development opportunities, be aware of the challenges associated with the teaching profession, and have appropriate mechanisms for overcoming these challenges or know how to cultivate such mechanisms. In this way, job-related insight might serve as a resilience factor in maintaining long-term employability. Interventions should aim to enhance student teachers' job-related insight by having participants engage in guided self-reflection on topics relevant to their professional advancement, facilitating exploration of the challenges individuals face as they begin their teaching careers, particularly in the early stages.

Anahtar Kelimeler

Self-reflection Self-insight Burnout Well-being Student teachers

Etik Beyan

All subjects gave their informed consent for inclusion before they participated in the study. The study was conducted in accordance with the Declaration of Helsinki. No funding was provided for the research project.

Kaynakça

  • Aeppli, J., & Lötscher, H. (2016). EDAMA – ein Rahmenmodell für Reflexion. Beiträge zur Lehrerinnen- und Lehrerbildung, 34(1), 78-97. https://doi.org/10.25656/01:13921 Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International Journal of Environmental Research and Public Health, 19(17), 10706. https://doi.org/10.3390/ijerph191710706
  • Bakker, A.B. and Oerlemans, W. (2011). Subjective well-being in organizations. In K.S. Cameron & G.M. Spreitzer (Eds.), The Oxford handbook of positive organizational scholarship (pp. 178-189). Oxford University Press.
  • Bartlett, M. S. (1954). A note on the multiplying factors for various χ 2 approximations. Journal of the Royal Statistical Society. Series B (Methodological), 296-298.
  • Bredehöft, F. & Walkenhorst, U. (2021). Die Wirksamkeitsevaluation einer Reflexionsgruppe im Osnabrücker Portfolio-Projekt. In Y. Völschow & K. Kunze (Hrsg.), Reflexion und Beratung in der Lehrerinnen- und Lehrerbildung: Beiträge zur Professionalisierung in der Aus- und Fortbildung von Lehrkräften: Beiträge zur Professionalisierung von Lehrkräften (S. 217-234). Opladen: Barbara Budrich.
  • Chan, D. W. (2003). Hardiness and its role in the stress–burnout relationship among prospective Chinese teachers in Hong Kong. Teaching and Teacher Education, 19(4), 381-395. https://doi.org/10.1016/S0742-051X(03)00023-4
  • Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319. https://doi.org/10.1037/1040-3590.7.3.309
  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204. https://doi.org/doi/10.1037/a0029356
  • Deci, E. L., & Ryan, R. M. (2000). The „what“ and „why“ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
  • Dekovic, M., Janssens, J. M. A. M., & Gerris, J. R. M. (1991). Factor structure and construct validity of the Block Child Rearing Practices Report (CRPR). Psychological Assessment, 3, 182-187. http://dx.doi.org/10.1037/1040-3590.3.2.182
  • Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Heath & Co Publishers.
  • Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542. https://doi.org/10.1037/0033-2909.95.3.542
  • Diener, E., Lucas, R. E., & Oishi, S. (2002). Subjective well-being: The science of happiness and life satisfaction. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 463–73). Oxford University Press.
  • Diener, E., Sandvik, E., Pavot, W., & Gallagher, D. (1991). Response artifacts in the measurement of subjective well-being. Social Indicators Research, 24, 35-56. https://doi.org/10.1007/BF00292649
  • Diener, E., and Scollon, C. N. (2014). The what, why, when, and how of teaching the science of subjective well-being. Teaching of Psychology, 41, 175-183. https://doi.org/10.1177/0098628314530346
  • Dreyer, L. M. (2015). Reflective journaling: A tool for teacher professional development. Africa Education Review, 12(2), 331-344. https://doi.org/10.1080/18146627.2015.1108011
  • Everitt, B. S., & Skrondal, A. (2010). The Cambridge Dictionary of Statistics. Cambridge University Press
  • Fabrigar, L. R., Wegener D. T., MacCallum R. C., Strahan E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4, 272-299. https://doi.org/10.1037/1082-989X.4.3.272
  • Fabrigar, L. R., & Wegener, D. T. (2012). Exploratory factor analysis. New York, NY: Oxford University Press.
  • Fatima, S. F., & Wolf, S. (2020). Cumulative risk and newly qualified teachers’ professional well-being: Evidence from rural Ghana. Research in Comparative and International Education, 15(4), 414-436. https://doi.org/10.1177/1745499920926792
  • Field, A. (2009). Discovering statistics using SPSS. London and New York: Sage.
  • Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23(6), 916-934. https://doi.org/10.1016/j.tate.2006.03.013
  • Grant, A. M., Franklin, J., & Langford, P. (2002). The self-reflection and insight scale: A new measure of private self-consciousness. Social Behavior and Personality: An International Journal, 30(8), 821-835. https://doi.org/10.2224/sbp.2002.30.8.821
  • Greif, S. (2008). Coaching und ergebnisorientierte Selbstreflexion. Göttingen: Hogrefe.
  • Grob, U., & Maag Merki, K. (2001). Überfachliche Kompetenzen. Theoretische Grundlagen und empirische Erprobung eines Indikatorensystems. Berlin: Peter Lang.Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24(7), 1884-1892. https://doi.org/10.1016/j.tate.2008.02.010
  • Harmsen, R., Helms-Lorenz, M., Maulana, R., & van Veen, K. (2018). The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching, 24(6), 626-643. https://doi.org/10.1080/13540602.2018.1465404
  • Harrington, R., & Loffredo, D. A. (2010). Insight, rumination, and self-reflection as predictors of well-being. The Journal of Psychology, 145(1), 39-57. https://doi.org/10.1080/00223980.2010.528072
  • Harrington, R., Loffredo, D. A., & Perz, C. A. (2016). Dispositional mindfulness facets and self-insight as predictors of subjective well-being: An exploratory analysis. North American Journal of Psychology, 18(3), 469-482.
  • Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. https://doi.org/10.1016/0742-051X(94)00012-U
  • Henry, C. (1999). The role of reflection in student teachers' perceptions of their professional development. Art Education, 52(2), 14-20. https://doi.org/10.1080/00043125.1997.11650891
  • Holden, R. R., Fekken, G. C., & Cotton, D. H. G. (1991). Assessing psychopathology using structured test-item response latencies. Psychological Assessment, 3, 111-118. http://dx.doi.org/10.1037/1040-3590.3.1.111
  • Jerrim, J., & Sims, S. (2021). When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks. Teaching and Teacher Education, 105, 103395. https://doi.org/10.1016/j.tate.2021.103395
  • Judge, T. A. (2009). Core self-evaluations and work success. Current Directions in Psychological Science, 18(1), 58-62. https://doi.org/10.1111/j.1467-8721.2009.01606.x
  • Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2003). The core self‐evaluations scale: Development of a measure. Personnel Psychology, 56(2), 303-331. https://doi.org/10.1111/j.1744-6570.2003.tb00152.x
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36.
  • Kunze, I., & Herieks, U. (2002). Entwicklungsaufgaben von Lehramtsstudierenden, Referendaren und Berufseinsteigern. Ein Beitrag zur Professionalisierungsforschung. Zeitschrift für Erziehungswissenschaft, 5(3), 401-416. https://doi.org/10.1007/s11618-002-0058-y
  • Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114-129. https://doi.org/10.1016/j.cedpsych.2011.01.002
  • Klassen, R., Wilson, E., Siu, A. F., Hannok, W., Wong, M. W., Wongsri, N., ... & Jansem, A. (2013). Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries. European Journal of Psychology of Education, 28, 1289-1309. https://doi.org/10.1007/s10212-012-0166-x
  • Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teachers’ occupational well-being and quality of instruction: the important role of self-regulatory patterns. Journal of Educational Psychology, 100, 702-715. https://doi.org/ 10.1037/0022-0663.100.3.702
  • Korthagen, F. A. J., & Wubbels, T. (1991, April). Characteristics of Reflective Practitioners: Towards an Operationalization of the Concept of Reflection. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, USA.
  • Kristensen, T. S., Borritza, M., Villadsen, E., & Christensen, K. B. (2005). The Copenhagen Burnout Inventory: A new tool for the assessment of burnout. Work & Stress, 19(3), 192-207. https://doi.org/10.1080/02678370500297720
  • Körkkö, M., Kyrö-Ämmälä, O., & Turunen, T. (2016). Professional development through reflection in teacher education. Teaching and Teacher Education, 55, 198-206. https://doi.org/10.1016/j.tate.2016.01.014
  • Lyke, J. A. (2009). Insight, but not self-reflection, is related to subjective well-being. Personality and Individual Differences, 46(1), 66-70. https://doi.org/10.1016/j.paid.2008.09.010
  • Lyubomirsky, S., Tucker, K. L., Caldwell, N. D., & Berg, K. (1999). Why ruminators are poor problem solvers: Clues from the phenomenology of dysphoric rumination. Journal of Personality and Social Psychology, 77(5), 1041-1060. https://doi.org/10.1037/0022-3514.77.5.1041
  • Mathew, P., Mathew, P., & Peechattu, P. J. (2017). Reflective practices: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131.
  • Matthews, G., & Wells, A. (2004). Rumination, Depression, and Metacognition: The S-REF Model. In C. Papageorgiou, & A. Wells (Eds.), Depressive Rumination. Nature, Theory and Treatment (pp. 125-151). West Sussex: John Wiley & Sons.McInerney,
  • D. M., Korpershoek, H., Wang, H., Morin, A. J. S. (2018). Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. Teaching and Teacher Education, 71, 145-158. https://doi.org/10.1016/j.tate.2017.12.020
  • Meyer, M., Wing, L., Schenkel, A., Meschede, M. (2021). Krankheitsbedingte Fehlzeiten nach Branchen im Jahr 2020. In: B. Badura, A. Ducki, H. Schröder, & M. Meyer (Hrsg.), Fehlzeiten-Report 2021 (S. 539-766). Springer. https://doi.org/10.1007/978-3-662-63722-7_28
  • Mirzaei, A., Carter, S. R., Patanwala, A. E., & Schneider, C. R. (2022). Missing data in surveys: Key concepts, approaches, and applications. Research in Social and Administrative Pharmacy, 18(2), 2308-2316. https://doi.org/10.1016/j.sapharm.2021.03.009
  • Murphy, T. R., Masterson, M., Mannix-McNamara, P., Tally, P., & McLaughlin, E. (2020). The being of a teacher: Teacher pedagogical well-being and teacher self-care. Teachers and Teaching, 26(7-8), 588-601. https://doi.org/10.1080/13540602.2021.1913403
  • Nilsson, A. H., Friedrichs, K., & Kajonius, P. (2022). Know Thyself! Predicting Subjective Well-Being from personality estimation discrepancy and self-insight. Current Psychology, 1-10. https://doi.org/10.1007/s12144-022-03396-1O’Connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior Research Methods, Instruments, & Computers, 32(3), 396-402. https://doi.org/10.3758/BF03200807
  • Op den Kamp, E. M., Bakker, A. B., Tims, M., & Demerouti, E. (2018). Proactive vitality management and creative work performance: The role of self‐insight and social support. The Journal of Creative Behavior, 54(2), 323-336. https://doi.org/10.1002/jocb.368
  • Papageorgiou, C., & Wells, A. (2003). An Empirical Test of a Clinical Meta-cognitive Model of Rumination and Depression. Cognitive Therapy and Research, 27(3), 261-273. https://doi.org/10.1023/A:1023962332399Parpala, A., & Postareff, L. (2021). Supporting high-quality teaching in higher education through the HowUTeach self-reflection tool. Ammattikasvatuksen aikakauskirja, 23(4), 61-67. https://doi.org/10.54329/akakk.113327
  • Pedro, J. Y. (2005). Reflection in teacher education: exploring pre‐service teachers’ meanings of reflective practice. Reflective Practice, 6(1), 49-66. https://doi.org/10.1080/1462394042000326860
  • Postholm, M. B. (2008). Teachers developing practice: Reflection as key activity. Teaching and Teacher Education, 24(7), 1717-1728. https://doi.org/10.1016/j.tate.2008.02.024Ran, J., Liu, H., Yuan, Y., Yu, X., & Dong, T. (2023). Linking Career Exploration, Self-Reflection, Career Calling, Career Adaptability and Subjective Well-Being: A Self-Regulation Theory Perspective. Psychology Research and Behavior Management, 16, 2805-2817, https://doi.org/10.2147/PRBM.S420666
  • Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Education Research Journal, 50(1), 4-36. https://doi.org/10.3102/0002831212463813
  • Schutz, S. (2013). Assessing and Evaluating Reflection. In C. Bulman & S. Schutz (Eds.), Reflective Practice in Nursing (5th Ed.) (pp. 201-224). West Sussex: John Wiley & Sons.
  • Sellars, M. (2012). Teachers and change: The role of reflective practice. Procedia-Social and Behavioral
  • Sciences, 55, 461-469. https://doi.org/10.1016/j.sbspro.2012.09.525
  • Sellars, M. (2017). Reflective practice for teachers. Los Angeles: SAGE.
  • Selwyn, J., & Grant, A. M. (2019). Self-regulation and solution-focused thinking mediate the relationship between self-insight and subjective well-being within a goal-focused context: An exploratory study. Cogent Psychology, 6(1), 1-15. https://doi.org/10.1080/23311908.2019.1695413
  • Silvia, P. J., & Abele, A. E. (2002). Can positive affect induce self-focused attention? Methodological and measurement issues. Cognition & Emotion, 16(6), 845-853. https://doi.org/10.1080/02699930143000671
  • Skaalvik, E. M., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21(5), 1251-1275. https://doi.org/10.1007/s11218-018-9464-8
  • Slade, M. L., Burnham, T. J., Catalana, S. M., & Waters, T. (2019). The Impact of Reflective Practice on Teacher Candidates' Learning. International Journal for the Scholarship of Teaching and Learning, 13(2), 1-8. https://doi.org/10.20429/ijsotl.2019.130215
  • Sonnentag, S. (2015). Dynamics of well-being. Annual Review of Organizational Psychology and Organizational Behavior, 2, 261-293. https://doi.org/10.1146/annurev-orgpsych-032414-111347
  • Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23, 457-477. https://doi.org/10.1007/s10648-011-9170-y
  • Stein, D., & Grant, A. M. (2014). Disentangling the relationships among self-reflection, insight, and subjective well-being: The role of dysfunctional attitudes and core self-evaluations. The Journal of Psychology, 148(5), 505-522. https://doi.org/10.1080/00223980.2013.810128Stevens, J. P. (2009). Applied multivariate statistics for the social sciences. New York: Routledge. https://doi.org/10.4324/9780203843130
  • Velicer, W. F. (1976). Determining the number of components from the matrix of partial correlations. Psychometrika, 41(3), 321-327. https://doi.org/10.1007/BF02293557
  • Wade, R., Yarbrough, C., & Donald, B. (1996). Portfolios: A tool for reflective thinking in teacher education? Teaching & Teacher Education, 12(1), 63-79. https://doi.org/10.1016/0742-051X(95)00022-C
  • WHO (1998). Wellbeing Measures in Primary Health Care/The Depcare Project. WHO Regional Office for Europe: Copenhagen.Wosnitza, M., Delzepich, R., Schwarze, J., O’Donnell, M., Faust, V., & Camilleri, V. (2018). Enhancing teacher resilience: From self-reflection to professional development. In M. Wosnitza, F. Peixoto, S. Beltman and C. F. Mansfield (Eds.), Resilience in Education (pp. 275-288). Cham: Springer. https://doi.org/10.1007/978-3-319-76690-4_16
  • Wyss, C. (2013). Unterricht und Reflexion: Eine mehrperspektivische Untersuchung der Unterrichts- und Reflexionskompetenz von Lehrkräften. Münster: Waxmann.
  • Zeichner, K., & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23-48. https://doi.org/10.17763/haer.57.1.j18v7162275t1w3w
Toplam 71 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Öğretmen ve Öğrenci Refahı
Bölüm Araştırma Makalesi
Yazarlar

Franziska Bredehöft 0009-0003-8010-4992

Yayımlanma Tarihi 31 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 3

Kaynak Göster

APA Bredehöft, F. (2023). The importance of job-related self-insight, not self-reflection, for well-being and burnout in student teachers. Journal of Teacher Education and Educators, 12(3), 261-268.