Stress, self-efficacy, social support, and psychological distress among prospective Chinese teachers in Hong Kong

Stress, self-efficacy, social support, and psychological distress among prospective Chinese teachers in Hong Kong

• Chan, David W. Chinese University of Hong Kong

Educational Psychology, 22(5), 557-569, 2002

Routledge

2002

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Educational Research Foreign Countries Gender Issues Higher Education Preservice Teacher Education Psychological Needs Self Efficacy Social Support Groups Stress Management Student Teachers Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Teacher stress, self-efficacy, social support, and psychological distress were assessed in a sample of 83 Chinese prospective teachers in Hong Kong. These teachers reported significantly higher levels of symptoms in somatic problems, followed by anxiety and dysphoria. In exploring the role of personal and social resources in the stress-symptom process, neither self-efficacy nor social support mediated the impact of teacher stress on psychological distress. In contrast, social support moderated the influence of stress on distress in addition to the main effects of stress. While there were subtle differences when specific symptoms were considered, the high-stress/low-support group was most vulnerable. Self-efficacy and social support as protective factors for teacher stress management are discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0144341022000023635]

• English

Journal Articles

• 01443410

• 10.1080/0144341022000023635

https://bibliography.lib.eduhk.hk/en/bibs/49e655a0

2010-09-27