No abstract

No abstract

No abstract

Stress in teaching and teacher training is a well-known issue and stress management during teacher training may not only be affected by individual coping efforts, but also determined by private and work-related networks the individual is integrated in. In that regard, our article aims firstly to identify sources of social support in the German teacher training system and secondly to analyze interdependencies in dyadic coping interactions based on the Actor-Partner Interdependence Model. On the basis of questionnaire data from 307 German trainees and qualified teachers from vocational and general schools, we found that mentors, partners, fellow trainees, colleagues at school, parents, and good friends were named as the most supportive reference persons during teacher training. In a follow-up survey, data from 49 sources of support were obtained, which could be assigned to the corresponding (trainee) teachers (in the sense of support recipients). These dyads thus form the basis for the analysis of dyadic coping interdependencies. The results of the moderator analyses show, among other things, that support recipients who prefer the coping strategy palliative emotion regulation tend to react rather sensitively to contrary coping strategies of the source of support with regard to their stress symptoms. Social interactions in this respect can represent both protective as well as risk factors. Therefore, a system of complex social interdependencies must be considered when analyzing relational resilience among prospective teachers.

Current theorizing in narrative persuasion demonstrates that stories can be used as a means to shift attitudes, behavioral intentions, and the like, which can be utilized as a form of health communication. Likewise, empirical evidence on self-referencing-a process through which individuals relate environmental stimuli to themselvesdemonstrates that thinking about the self in regards to stimuli such as narratives can make the messages in those stimuli more persuasive. While both of these can occur in response to narratives and can yield positive persuasive outcomes, there is theoretical reason to believe that these two processes cannot co-occur: Engagement is conceptualized as a process through which one loses awareness of themselves, whereas self-referencing is conceptualized as having an awareness of how things in the environment relate to oneself. The primary goal of this study was to determine if these two processes are actually unable to co-occur simultaneously. In addition, differences that may exist in persuasive power between narrative engagement and self-referencing in the context of narratives were unknown. As such, the second goal of this study was to uncover potential differences in how narrative engagement and self-referencing affect persuasive outcomes. Finally, the bulk of research on both narrative engagement and self-referencing tends to focus on these processes as they occur during narrative consumption, but there is mounting evidence that the post-narrative exposure period is important for persuasion as well. Even if individuals cannot self-reference during a narrative, they may be able to do so after. Therefore, the final goal of the current study was to determine to what extent people self-reference after a narrative when they are encouraged to self-reference during a narrative compared to when they are encouraged to be fully engaged with the narrative. Using an episode of the television series Girls that contains a narrative about sexual health, a between-subjects experiment was conducted with 223 undergraduate students that were randomly assigned to one of four conditions: self-referencing directions, narrative engagement directions, mixed directions, and no directions. The narrative engagement manipulation was unsuccessful. However, participants in both the selfreferencing condition and the mixed instructions condition reported engaging in more self-referencing than the other conditions. Participants in these conditions did not report less narrative engagement as a result. This suggests that self-referencing is compatible with narrative engagement. There were no differences in persuasive outcomes between the conditions. Because there was no inclusion of a control stimulus, it is unknown whether the episode was persuasive. Likewise, there were no differences in the amount of counterarguing viewers engaged in between the conditions, indicating that selfreferencing did not prompt defensive processing of the message. Finally, there were no difference in the amount of self-referencing viewers ge...