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Title
Relations between teachers' emotional exhaustion and students' educational outcomes
Authors
SourceThe journal of educational psychology 108 (2016) 6, S. 800-813 ZDB
Document  (736 KB) (formally and content revised edition)
License of the document In copyright
Keywords (German)
sub-discipline
Document typeArticle (journal)
ISSN0022-0663; 00220663
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):Studies investigating the effects of emotional exhaustion among teachers have primarily focused on its relations with teacher-related outcome variables but little research has been done for examining its relations with student outcomes. Therefore, this study examines the relations between teachers' emotional exhaustion and educational outcomes among students. Students' educational outcomes considered here cover a wide range of cognitive (i.e., achievement in terms of school grades and standardized achievement test scores) and noncognitive (competence self-perceptions, school satisfaction, and perceptions of teacher support) outcomes. The analyses are based on the PIRLS 2006 German data including 380 teachers and 7,899 4th grade students. The results demonstrated direct negative relations between teachers' emotional exhaustion and the class average of students' school grades, standardized achievement test scores, school satisfaction, and perceptions of teacher support, but not competence self-perceptions. At the individual student level, the results showed significant relations between noncognitive outcomes and academic achievement. (DIPF/Orig.)
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Date of publication25.04.2019
CitationArens, A. Katrin; Morin, Alexandre J. S.: Relations between teachers' emotional exhaustion and students' educational outcomes - In: The journal of educational psychology 108 (2016) 6, S. 800-813 - URN: urn:nbn:de:0111-pedocs-166089 - DOI: 10.25656/01:16608; 10.1037/edu0000105
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