Developing teacher resilience by modifying cognitive appraisals: What is reappraised in teacher reappraisal?

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology Pub Date : 2025-03-04 DOI:10.1016/j.cedpsych.2025.102354

Marc Clarà , Alba Vallés , Aina Franch , Jordi Coiduras , Patricia Silva , Sílvia Cavalcante

引用次数: 0

Abstract

Today it is well established that the modification of cognitive appraisals –i.e. the way people represent the situations they face- is central to the development of teacher resilience. However, the understanding of the specific transformations in the appraisals that lead to this development is still incipient. This paper investigates a teacher’s spontaneous process of reappraisal –i.e. modification of appraisals-, occurring over a period of approximately two years, and identifies two narrative mechanisms of reappraisal connected to her improvement in teacher depersonalization. The understanding of these two mechanisms, called “elaboration of antecedents” and “identification,” enriches the existing research on reappraisal and has important implications for fostering the development of teacher resilience.

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.