000123932 001__ 123932
000123932 005__ 20240319081029.0
000123932 0247_ $$2doi$$a10.3389/fpsyg.2022.1059899
000123932 0248_ $$2sideral$$a132376
000123932 037__ $$aART-2022-132376
000123932 041__ $$aeng
000123932 100__ $$0(orcid)0000-0001-9887-2250$$aMasluk, Barbara$$uUniversidad de Zaragoza
000123932 245__ $$aThe role of aggression and maladjustment in the teacher-student relationship on burnout in secondary school teachers
000123932 260__ $$c2022
000123932 5060_ $$aAccess copy available to the general public$$fUnrestricted
000123932 5203_ $$aIntroduction: Multiple studies have examined the individual and socio-demographic variables that can contribute to the development of burnout in teachers. Although the evidence supports that this syndrome is generated through the interaction between the aspects of the organization and those of the person, little attention has been spent on the impact of the teacher-student relationship adjustment and, especially, on the role of violence exercised by students or their families toward secondary school teachers, who seem to be more vulnerable than teaching professionals in general.
Objective: To analyze the role of the possible mismatch in the student-teacher relationship, as well as, the physical and verbal violence toward teachers from pupils or their parents, on the professional wear of high school educators.
Materials and methods: A cross-sectional study was carried out on a teacher sample (n = 677) in Aragón, Spain, through a questionnaire with socio-demographic data; the “Maslach Burnout Inventory” (MBI), “Areas of Worklife Scale,” the “Fears and Rejection in Education Questionnaire” (FREQ), and a list of the possible aggressions received in the development of the teaching activity.
Results: While 3.8% of teachers have been a victim of physical attacks, 34.9% have suffered verbal abuse at least once. Although physical violence is extremely rare (and low intensity), verbal victimization or threats are associated with burnout in a highly significant manner, which confirms previous findings about school violence and burnout. Also, FEAR and REJECTION dimensions, defined as discomfort, tension, anxiety, and pressure caused by pupils, which contributed considerably on two dimensions of burnout (emotional exhaustion and cynicism). Different covariates such as maladjustment in the teacher-pupil relationship, violence experienced at work, and complaints received explain the 56.4% variance of exhaustion, 48.8% variance in cynicism, and 35.5% for efficacy.
Conclusion: Very different variables can contribute to the development of burnout syndrome, both personal, and organizational variables. Therefore, when designing prevention programs in each work environment, the possible areas of risk and the interactions between them must be considered.
000123932 536__ $$9info:eu-repo/grantAgreement/ES/ISCIII/PI18-01653
000123932 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000123932 590__ $$a3.8$$b2022
000123932 592__ $$a0.891$$b2022
000123932 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b34 / 147 = 0.231$$c2022$$dQ1$$eT1
000123932 593__ $$aPsychology (miscellaneous)$$c2022$$dQ2
000123932 594__ $$a4.5$$b2022
000123932 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000123932 700__ $$0(orcid)0000-0002-3723-0673$$aGascón-Santos, Santiago$$uUniversidad de Zaragoza
000123932 700__ $$0(orcid)0000-0001-6565-9699$$aOliván-Blázquez, Bárbara$$uUniversidad de Zaragoza
000123932 700__ $$0(orcid)0000-0001-8820-9105$$aBartolomé-Moreno, Cruz$$uUniversidad de Zaragoza
000123932 700__ $$0(orcid)0000-0002-7901-6931$$aAlbesa, Agustín
000123932 700__ $$0(orcid)0000-0002-7931-4082$$aAlda, Marta$$uUniversidad de Zaragoza
000123932 700__ $$0(orcid)0000-0002-5494-6550$$aMagallón-Botaya, Rosa$$uUniversidad de Zaragoza
000123932 7102_ $$14009$$2740$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicología Social
000123932 7102_ $$11007$$2610$$aUniversidad de Zaragoza$$bDpto. Medicina, Psiqu. y Derm.$$cArea Medicina
000123932 7102_ $$11007$$2745$$aUniversidad de Zaragoza$$bDpto. Medicina, Psiqu. y Derm.$$cArea Psiquiatría
000123932 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000123932 7102_ $$14009$$2680$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Person.Eval.Trat.Psicoló.
000123932 773__ $$g13 (2022), [11 pp.]$$pFront. psychol.$$tFrontiers in Psychology$$x1664-1078
000123932 8564_ $$s361864$$uhttps://zaguan.unizar.es/record/123932/files/texto_completo.pdf$$yVersión publicada
000123932 8564_ $$s2209798$$uhttps://zaguan.unizar.es/record/123932/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000123932 909CO $$ooai:zaguan.unizar.es:123932$$particulos$$pdriver
000123932 951__ $$a2024-03-18-17:03:45
000123932 980__ $$aARTICLE