85439 20200716101554.0 doi 10.3390/ijerph16183388 sideral 113103 ART-2019-113103 eng (orcid)0000-0002-1543-5109 Abós, Ángel Universidad de Zaragoza How should stressors be examined in teachers? answering questions about dimensionality, generalizability and predictive effects using the multicontext stressors scale 2019 Access copy available to the general public Unrestricted Using 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. info:eu-repo/grantAgreement/ES/MINECO/EDU2013-42048-R info:eu-repo/grantAgreement/ES/UZ-IBERCAJA-CAI/CH17-17 info:eu-repo/semantics/openAccess by http://creativecommons.org/licenses/by/3.0/es/ 2.849 2019 PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH 32 / 170 = 0.188 2019 Q1 T1 ENVIRONMENTAL SCIENCES 105 / 265 = 0.396 2019 Q2 T2 PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH 58 / 193 = 0.301 2019 Q2 T1 0.739 2019 Health, Toxicology and Mutagenesis 2019 Q2 Public Health, Environmental and Occupational Health 2019 Q2 Pollution 2019 Q2 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion (orcid)0000-0002-2077-1983 Sevil-Serrano, Javier Universidad de Zaragoza Kim. Lisa E. Klassen, Robert M. (orcid)0000-0001-8115-0649 García-González, Luis Universidad de Zaragoza 3001 187 Universidad de Zaragoza Dpto. Expres.Music.Plást.Corp. Área Didáctica Expres.Corporal 16, 18 (2019), 3388 [16 pp.] Int. j. environ. res. public health International Journal of Environmental Research and Public Health 1661-7827 670601 http://zaguan.unizar.es/record/85439/files/texto_completo.pdf Versión publicada 486834 http://zaguan.unizar.es/record/85439/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:85439 articulos driver 2020-07-16-09:48:25 ARTICLE