Cognitive and emotional distress evaluation for undergraduate teachers

Coșa, Lucica Emilia

doi:10.1016/j.sbspro.2012.01.112

Procedia - Social and Behavioral Sciences

2012

DOI: 10.1016/j.sbspro.2012.01.112

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Cognitive and emotional distress evaluation for undergraduate teachers

Lucica Emilia Coșa

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2018

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Irrational Beliefs as Mediator in the Relationship Between Activating Event and Stress in Malaysian Fully Residential School Teachers

Mahfar¹,

Xian²,

Ghani³

et al. 2018

ASS

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Teacher stress has been a major concern among researchers as it has negative impact on teaching profesion. This study aimed to test the mediating effect of irrational beliefs on the relationship between activating event as the independent variable and stress as the dependent variable. Data were collected from a sample of 201 teachers from seven Malaysian Fully Residential School (FRS) in the Johor state by using stratified random sampling. The Teacher Irrational Beliefs (TIB), Teacher Activating Event (TAE), and Teacher Stress (TRS) questionnaires were employed to measure irrational beliefs, activating events, and stress of teachers. The Pearson coefficient correlation was used to determine the relationships among variables and multiple regression analysis was used to verify the presence of mediation effects. In general, the correlation results showed that there were positive relationships among variables. The findings of regression analysis indicated that irrational beliefs mediate the relationship between activating event and stress among FRS teachers. This findings highlighted the teachers’ irrational beliefs as the major determinants of emotional problems rather than activating event itself which comply with the ABC Model based on Rational-Emotive Behavioral Therapy (REBT) approach.

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Irrational Beliefs as Mediator in the Relationship Between Activating Event and Stress in Malaysian Fully Residential School Teachers

Mahfar¹,

Xian²,

Ghani³

et al. 2018

ASS

View full text Add to dashboard Cite

show abstract

The Influence of Personality Traits on Irrational Beliefs in Malaysian Teachers

Mahfar¹,

Senin²,

Yong³

et al. 2018

IJARBSS

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Personality has been identified as an influential variable associated with irrational beliefs. However, only a few studies have examined its prediction on irrationality. This study was conducted to develop a better understanding of how specific personality traits (openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism) serve as predictors of irrational beliefs in Malaysian teachers. A Big Five Inventory (BFI) and Teacher Irrational Beliefs (TIB) were employed to evaluate 132 primary school teachers from 16 government-funded schools in the district of Muar, Malaysia. In general, the correlation results showed that all the personality traits examined significantly correlated with irrational beliefs. The multiple regression results indicated that openness to experience and extraversion had a significantly negative influence on the irrational beliefs of the teachers while neuroticism showed not only a significant positive influence on the teachers' irrational beliefs but it was also found to be a strong predictor of their irrationality. The findings highlight the importance to take personality traits into account as potential vulnerability factors of irrational beliefs.

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Cognitive and emotional distress evaluation for undergraduate teachers

Cited by 2 publications

References 1 publication

Irrational Beliefs as Mediator in the Relationship Between Activating Event and Stress in Malaysian Fully Residential School Teachers

Irrational Beliefs as Mediator in the Relationship Between Activating Event and Stress in Malaysian Fully Residential School Teachers

The Influence of Personality Traits on Irrational Beliefs in Malaysian Teachers

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