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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通过修改认知评价来发展教师弹性：教师重评价中的重评价是什么？

今天，认知评价的修正——即。人们描述他们所面临的情况的方式是教师应变能力发展的核心。然而，对导致这一发展的评估中的具体转变的理解仍处于初级阶段。本文考察了教师自发的再评价过程，即教师自我评价的过程。评估的修改，发生在大约两年的时间里，并确定了两种重新评估的叙述机制，这些机制与她在教师去人格化方面的改善有关。对这两种机制的理解，即“前事的细化”和“认同”，丰富了现有的重新评价研究，对促进教师心理弹性的发展具有重要意义。

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

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.