000085439 001__ 85439 000085439 005__ 20200716101554.0 000085439 0247_ $$2doi$$a10.3390/ijerph16183388 000085439 0248_ $$2sideral$$a113103 000085439 037__ $$aART-2019-113103 000085439 041__ $$aeng 000085439 100__ $$0(orcid)0000-0002-1543-5109$$aAbós, Ángel$$uUniversidad de Zaragoza 000085439 245__ $$aHow should stressors be examined in teachers? answering questions about dimensionality, generalizability and predictive effects using the multicontext stressors scale 000085439 260__ $$c2019 000085439 5060_ $$aAccess copy available to the general public$$fUnrestricted 000085439 5203_ $$aUsing the Multicontext Stressors Scale (MSS), this study investigates which factorial structure should be used to measure teacher stressors, and the extent to which this factorial structure of MSS remains invariant across gender. Subsequently, grounded in self-determination theory, the present study also examines the extent to which stressors may differentially predict teachers' psychological functioning. Participants were 584 (Mage = 45.04; SD = 8.97) secondary school teachers. Goodness-of-fit indices and estimated parameters of the models, together with latent correlations between stressors, offered support for the six-factor structure, whereas the opposite was true for the one-factor structure of the MSS. Results also supported gender invariance of the MSS. Predictive findings showed that student misbehavior, lack of shared decision-making, and workload stressors are negatively related to basic psychological needs. Likewise, results noted the important role of basic psychological needs to reach optimal teachers' psychological functioning. The results are discussed, arguing the importance of assessing and analyzing teacher stressors using a multifactorial and invariant scale. From a more practical approach, it seems important for school leaders to be especially vigilant about all stressors. Nonetheless, if they desire to prevent detrimental psychological functioning in teachers, special attention should be placed on stressors related to student misbehavior, lack of shared decision-making, and workload. 000085439 536__ $$9info:eu-repo/grantAgreement/ES/MINECO/EDU2013-42048-R$$9info:eu-repo/grantAgreement/ES/UZ-IBERCAJA-CAI/CH17-17 000085439 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/ 000085439 590__ $$a2.849$$b2019 000085439 591__ $$aPUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH$$b32 / 170 = 0.188$$c2019$$dQ1$$eT1 000085439 591__ $$aENVIRONMENTAL SCIENCES$$b105 / 265 = 0.396$$c2019$$dQ2$$eT2 000085439 591__ $$aPUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH$$b58 / 193 = 0.301$$c2019$$dQ2$$eT1 000085439 592__ $$a0.739$$b2019 000085439 593__ $$aHealth, Toxicology and Mutagenesis$$c2019$$dQ2 000085439 593__ $$aPublic Health, Environmental and Occupational Health$$c2019$$dQ2 000085439 593__ $$aPollution$$c2019$$dQ2 000085439 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000085439 700__ $$0(orcid)0000-0002-2077-1983$$aSevil-Serrano, Javier$$uUniversidad de Zaragoza 000085439 700__ $$aKim. Lisa E. 000085439 700__ $$aKlassen, Robert M. 000085439 700__ $$0(orcid)0000-0001-8115-0649$$aGarcía-González, Luis$$uUniversidad de Zaragoza 000085439 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal 000085439 773__ $$g16, 18 (2019), 3388 [16 pp.]$$pInt. j. environ. res. public health$$tInternational Journal of Environmental Research and Public Health$$x1661-7827 000085439 8564_ $$s670601$$uhttps://zaguan.unizar.es/record/85439/files/texto_completo.pdf$$yVersión publicada 000085439 8564_ $$s486834$$uhttps://zaguan.unizar.es/record/85439/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000085439 909CO $$ooai:zaguan.unizar.es:85439$$particulos$$pdriver 000085439 951__ $$a2020-07-16-09:48:25 000085439 980__ $$aARTICLE