Relationships between self‐efficacy, social support and stress coping strategies in Chinese primary and secondary school teachers

118 citations recorded by the source corpus.

How researchers see this paper

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

Effective Stress Management (2012, background): “Similarly, recent research has suggested a relationship between self-efficacy perceptions and effective stress coping (e.g., Shen, 2009).”
How Gratitude Influences Well-Being: A Structural Equation Modeling Approach (2013, background): “Study ﬁndings have demonstrated that social support is positively related to active coping (Hall et al. 2011; Shen 2009) but negatively associated with avoidant coping (Boehmer et al. 2007).”
Resilience, sense of coherence and self-efficacy as predictors of stress coping style among university students (2019, background): “The research of secondary school Chinese teachers has revealed that self-efficacy correlates positively with active strategies of stress coping and positive thinking (Shen 2009).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “In a cross-sectional study of 530 primary and secondary teachers, Shen (2009) similarly reported that teachers with higher teaching self-efficacy were more likely to engage in adaptive stress-coping strategies.”