COVID-19 大流行期间教师的压力和心理健康：教学模式的差异

IF 3 3区心理学 Q1 Social Sciences

School Psychology Review Pub Date : 2024-02-16 DOI:10.1080/2372966x.2024.2317700

Kate A. Leger, Erin N. Haynes, Timothy J. Hilbert, Jessica Maras, Candace Brancato, Heather M. Bush

引用次数: 0

摘要

本研究探讨了在 COVID-19 大流行病 2020 年秋季开学期间，K-12 教师的压力、心理健康和幸福感，并评估了不同教育模式下心理健康和幸福感的差异。

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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Teacher Stress and Mental Health During the COVID-19 Pandemic: Differences by Teaching Modality

This study examines stress, mental health, and well-being in K-12 teachers during the COVID-19 pandemic Fall 2020 school restart and assesses differences in mental health and well-being by mode of ...

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来源期刊

School Psychology Review Social Sciences-Education

CiteScore

6.90

自引率

20.00%

发文量

期刊介绍： School Psychology Review (SPR) is a refereed journal published quarterly by NASP. Its primary purpose is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychology. Of particular interest are articles presenting original, data-based research that can contribute to the development of innovative intervention and prevention strategies and the evaluation of these approaches. SPR presents important conceptual developments and empirical findings from a wide range of disciplines (e.g., educational, child clinical, pediatric, community.