Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes.

By A. Arens, Alexandre J. S. Morin. 2016

293 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/04fba7beeb78487f12c486a1c97ff28fe4e2fc3c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers (2017, background): “This lack of resources impedes teachers in creating a stimulating learning environment and, consequently, students' school satisfaction, engagement, and achievement diminish (Arens & Morin, 2016; Klusmann et al., 2008b; Klusmann et al., 2016; Shen et al., 2015).”
Relations among math self-efficacy, interest, intentions, and achievement: a social cognitive perspective (2018, background): “…social cognitive accounts of agency, it is entirely possible that students’ math self-efficacy beliefs, interest, intentions, and achievement might be influenced, in part, by broader contextual-level factors, such as teacher and classroom characteristics (Arens & Morin, 2016; Zee & Koomen, 2016).”
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions (2020, background): “For example, Arens and Morin (2016) found that fourth graders whose teachers were more emotionally exhausted demonstrated a lower likelihood of mastery of course content and achievement.”
Job satisfaction of teachers and their principals in relation to climate and student achievement. (2020, background): “In turn, teacher well-being is related to student achievement (Arens & Morin, 2016; Collie & Martin, 2017; Klusmann, Richter, & Lüdtke, 2016) and motivation (Shen et al., 2012).”
Supporting Teachers in Times of Change: The Job Demands- Resources Model and Teacher Burnout During the COVID-19 Pandemic (2020, unknown): “Moreover, teacher stress and poor well-being negatively affect student achievement (Arens & Morin, 2016; Collie & Martin, 2017; Klusmann, Richter, & Lüdtke, 2016).”
Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm (2020, background): “At the school class-level, teachers’ emotional exhaustion has also been shown to be negatively associated with students’ school satisfaction, school grades and perceptions of teacher support (Arens & Morin, 2016).”
Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions (2018, background): “Students of satisfied teachers and of teachers who are psychologically well are more likely to attain than students whose teachers are dissatisfied or emotionally exhausted (Arens & Morin, 2016; Day, 2008; Park, 2005).”
Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, unknown): “Second, the association between teacher emotions and student emotions was also identified (e.g. Arens & Morin, 2016; Sakiz, 2017).”