TY  - JOUR
A1  - Schulz, Anika D.
A1  - Schöllgen, Ina
A1  - Fay, Doris
T1  - The role of resources in the stressor–detachment model
JF  - International journal of stress management
N2  - A recent extension of the stressor-detachment model holds that the path running from job stressors via psychological detachment to impairment of well-being is moderated by both personal and job resources (Sonnentag & Fritz, 2015). The aim of the present study was to test this proposition by investigating the moderating role of one personal resource and one job resource (i.e., coworker social support and general self-efficacy, respectively) on the linkage between different job stressors (i.e., workload and role ambiguity), detachment, and well-being. Hypotheses were tested with structural equation modeling using data from a representative survey of the German workforce (N = 3,937 employees, M-age = 46.5 years, 47.5% women). In agreement with previous findings, the results showed that psychological detachment mediated the negative effects of job stressors on well-being. Social support from coworkers buffered the mediation such that the conditional indirect effects of workload and role ambiguity on well-being via detachment were weaker at higher levels of support. General self-efficacy did not moderate the stressor-well-being linkage. These results imply that social support can be considered as a protective factor that helps employees maintain their well-being by alleviating the negative effects of job stressors on their ability to switch off mentally from work.
KW  - psychological detachment
KW  - resources
KW  - social support
KW  - self-efficacy
KW  - job stress
Y1  - 2019
U6  - https://doi.org/10.1037/str0000100
SN  - 1072-5245
SN  - 1573-3424
VL  - 26
IS  - 3
SP  - 306
EP  - 314
PB  - American Psychological Association
CY  - Washington
ER  - 
TY  - JOUR
A1  - Celebi, Christin
A1  - Krahé, Barbara
A1  - Spörer, Nadine
T1  - Strengthened for the teaching profession: promoting professional competencies in teacher training students
JF  - Zeitschrift für pädagogische Psychologie.
N2  - A quasi-experimental study with N = 293 participants studying toward a teaching degree examined the efficacy of the intervention program "Strengthened for the teaching profession". In a pre-, intermediate- and post-test control group design, three treatment conditions that focused (1) on their individual professional strengths, (2) professional weaknesses, or (3) a combination of strengths and weaknesses were compared to a no-treatment control condition. Both at intermediate test and at posttest, students in the three intervention conditions scored higher than students in the control group on measures of self-efficacy and professional self-regulation. The combined intervention condition was more successful at promoting professional self-efficacy and self-regulation than the intervention focusing either on strengths or relative weaknesses only. The implications of the findings for teacher training are discussed.
KW  - teacher training students
KW  - professional competency
KW  - work-related stress
KW  - self-efficacy
KW  - self-regulation
Y1  - 2014
U6  - https://doi.org/10.1024/1010-0652/a000128
SN  - 1010-0652
SN  - 1664-2910
VL  - 28
IS  - 3
SP  - 115
EP  - 126
PB  - Hogrefe
CY  - Bern
ER  - 
TY  - JOUR
A1  - Urton, Karolina
A1  - Wilbert, Jürgen
A1  - Hennemann, Thomas
T1  - Die Einstellung zur Integration und die Selbstwirksamkeit von Lehrkräften
JF  - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis
N2  - Die vorliegende Studie untersucht an einer Stichprobe integrativ tätiger Grundschullehrkräfte (N = 618) den Zusammenhang zwischen der individuellen und kollektiven Selbstwirksamkeit sowie den beruflichen Erfahrungen einerseits und der Einstellung zur Integration andererseits. Die Ergebnisse der Untersuchung zeigen, dass sich die Lehrerkollegien (N = 67) hinsichtlich der Einstellung zur Integration, der individuellen und kollektiven Selbstwirksamkeit sowie der beruflichen Erfahrung im Unterrichten von Kindern mit sonderpädagogischem Förderbedarf unterscheiden. Entsprechend unserer Annahmen zeigt sich in einer Mehrebenenanalyse eine bedeutsame Aufklärung der Varianz der Einstellung zur Integration durch die individuelle und kollektive Selbstwirksamkeit sowie die berufliche Erfahrung.
KW  - Attitudes towards inclusion
KW  - self-efficacy
KW  - collective efficacy
KW  - teaching experience
Y1  - 2015
U6  - https://doi.org/10.2378/peu2015.art09d
SN  - 0342-183X
VL  - 62
IS  - 2
SP  - 147
EP  - 157
PB  - Reinhardt
CY  - München
ER  -