Time‐lagged effects of student misbehavior on teacher counterproductive work behaviors: The role of negative affect and regulatory focus

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Farshad Ghasemi
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引用次数: 0

Abstract

Student misbehavior is a significant occupational stressor for educators, with numerous emotional consequences threatening their mental well‐being. However, research to date has failed to study the behavioral consequences of student misbehavior among teachers, as such stressors may lead to counterproductive workplace behaviors (CWB) that could decline teachers' performance and school functioning. The current study builds on the stressor–emotion model and frustration‐aggression theory to fill this major gap in the literature. The proposed research model examines the association between student misbehavior and teacher CWB through two indirect pathways. It was hypothesized that job‐related negative affect would mediate the relationship between student misbehavior and CWB, and regulatory prevention focus would moderate the path from student misbehavior to CWB. Data collected from a sample of 330 teachers at two time points revealed that student misbehavior was directly associated with CWB and was indirectly associated with CWB through job‐related negative affect. Additionally, the regulatory prevention focus moderated the relationship between student misbehavior and CWB. The findings of the study help clarify the processes underlying the stressor‐behavior link, as well as the boundary conditions of these processes, which could provide a framework for schools to guide policies and practices regarding supporting educators in their interpretation and response to classroom misbehavior.
学生不良行为对教师反工作行为的时滞效应:消极情绪和监管重点的作用
对教育工作者而言,学生的不良行为是一种重大的职业压力,会对他们的心理健康造成许多情绪后果。然而,迄今为止的研究都没有研究学生不良行为对教师造成的行为后果,因为这种压力可能会导致教师在工作场所的反作用行为(CWB),从而降低教师的工作绩效和学校功能。本研究以压力源-情绪模型和挫折-攻击理论为基础,填补了文献中的这一重大空白。所提出的研究模型通过两个间接途径来研究学生不良行为与教师 CWB 之间的关联。假设与工作相关的消极情绪会调解学生不良行为与 CWB 之间的关系,而监管预防重点会缓和学生不良行为与 CWB 之间的关系。从 330 名教师的样本中收集的两个时间点的数据显示,学生的不当行为与 CWB 直接相关,并通过与工作相关的负面情绪与 CWB 间接相关。此外,监管预防重点调节了学生不良行为与 CWB 之间的关系。研究结果有助于澄清压力源与行为之间联系的基本过程,以及这些过程的边界条件,从而为学校提供一个框架,以指导有关支持教育工作者解释和应对课堂不良行为的政策和实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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