How teachers' appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisals

This paper studies the narratives of 73 teachers and analyzes how different narrative structures predict teachers' emotional exhaustion, depersonalization, personal accomplishment, well-being, and resilience. We found that 'they know how'-, 'they can'-, and 'I do'-...

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Detalles Bibliográficos
Autores: Clarà, Marc, Vallés, Alba, Franch, Aina, Coiduras Rodríguez, Jordi L., Silva García, Patricia, Cavalcante, Sílvia Larisse do Patrocínio
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2023
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/227705
Acceso en línea:https://hdl.handle.net/2445/227705
Access Level:acceso abierto
Palabra clave:Emocions
Actituds dels professors
Resiliència (Tret de la personalitat)
Síndrome d'esgotament professional
Emotions
Teachers' attitudes
Resilience (Personality trait)
Burn out (Psychology)
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spelling How teachers' appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisalsClarà, MarcVallés, AlbaFranch, AinaCoiduras Rodríguez, Jordi L.Silva García, PatriciaCavalcante, Sílvia Larisse do PatrocínioEmocionsActituds dels professorsResiliència (Tret de la personalitat)Síndrome d'esgotament professionalEmotionsTeachers' attitudesResilience (Personality trait)Burn out (Psychology)This paper studies the narratives of 73 teachers and analyzes how different narrative structures predict teachers' emotional exhaustion, depersonalization, personal accomplishment, well-being, and resilience. We found that 'they know how'-, 'they can'-, and 'I do'-type narrative structures were protective for emotional exhaustion and well-being, while 'they don't want'-, 'they can't'-, 'they don't do'-, and 'I don't do'-type structures were risky for emotional exhaustion, depersonalization, resilience and well-being. These results provide evidence of the differential role of appraisal in teachers' emotions, as well as the types of narrative structures that should be promoted in the construction and reconstruction of teachers' appraisals.Elsevier2026202620232026info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersion56 p.application/pdfhttps://hdl.handle.net/2445/227705Articles publicats en revistes (Didàctica i Organització Educativa)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésVersió postprint del document publicat a: https://doi.org/10.1016/j.tate.2023.104166Teaching and Teacher Education, 2023, vol. 130, 104166https://doi.org/10.1016/j.tate.2023.104166cc-by-nc-nd (c) Elsevier, 2023http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:2445/2277052026-05-29T05:05:01Z
dc.title.none.fl_str_mv How teachers' appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisals
title How teachers' appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisals
spellingShingle How teachers' appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisals
Clarà, Marc
Emocions
Actituds dels professors
Resiliència (Tret de la personalitat)
Síndrome d'esgotament professional
Emotions
Teachers' attitudes
Resilience (Personality trait)
Burn out (Psychology)
title_short How teachers' appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisals
title_full How teachers' appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisals
title_fullStr How teachers' appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisals
title_full_unstemmed How teachers' appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisals
title_sort How teachers' appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisals
dc.creator.none.fl_str_mv Clarà, Marc
Vallés, Alba
Franch, Aina
Coiduras Rodríguez, Jordi L.
Silva García, Patricia
Cavalcante, Sílvia Larisse do Patrocínio
author Clarà, Marc
author_facet Clarà, Marc
Vallés, Alba
Franch, Aina
Coiduras Rodríguez, Jordi L.
Silva García, Patricia
Cavalcante, Sílvia Larisse do Patrocínio
author_role author
author2 Vallés, Alba
Franch, Aina
Coiduras Rodríguez, Jordi L.
Silva García, Patricia
Cavalcante, Sílvia Larisse do Patrocínio
author2_role author
author
author
author
author
dc.subject.none.fl_str_mv Emocions
Actituds dels professors
Resiliència (Tret de la personalitat)
Síndrome d'esgotament professional
Emotions
Teachers' attitudes
Resilience (Personality trait)
Burn out (Psychology)
topic Emocions
Actituds dels professors
Resiliència (Tret de la personalitat)
Síndrome d'esgotament professional
Emotions
Teachers' attitudes
Resilience (Personality trait)
Burn out (Psychology)
description This paper studies the narratives of 73 teachers and analyzes how different narrative structures predict teachers' emotional exhaustion, depersonalization, personal accomplishment, well-being, and resilience. We found that 'they know how'-, 'they can'-, and 'I do'-type narrative structures were protective for emotional exhaustion and well-being, while 'they don't want'-, 'they can't'-, 'they don't do'-, and 'I don't do'-type structures were risky for emotional exhaustion, depersonalization, resilience and well-being. These results provide evidence of the differential role of appraisal in teachers' emotions, as well as the types of narrative structures that should be promoted in the construction and reconstruction of teachers' appraisals.
publishDate 2023
dc.date.none.fl_str_mv 2023
2026
2026
2026
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/227705
url https://hdl.handle.net/2445/227705
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Versió postprint del document publicat a: https://doi.org/10.1016/j.tate.2023.104166
Teaching and Teacher Education, 2023, vol. 130, 104166
https://doi.org/10.1016/j.tate.2023.104166
dc.rights.none.fl_str_mv cc-by-nc-nd (c) Elsevier, 2023
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by-nc-nd (c) Elsevier, 2023
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 56 p.
application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv Articles publicats en revistes (Didàctica i Organització Educativa)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,81155

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