Factors Associated with Psychological Well-Being and Stress: A Cross-Cultural Perspective on Psychological Well-Being and Gender Differences in a Population of Teachers

Abstract

The goal of the present study is to examine mainly the associations of contextual variables with stress and teachers' psychological well-being across organizational cultures. The responses (N= 51,782) of a population of primary school teachers from 15 different educational cultures were analyzed. Structural equation modeling (SEM) was implemented to confirm the associations of protective factors with stress and workplace well-being at the individual unit of analysis. Following the individual-level analysis, multiple-group SEM (MGSEM) was conducted to examine whether these relations are equivalent across gender groups across cultures. Next, a series of multiple-group confirmatory factor analyses (MGCFA) were carried out to compare the factor intercepts of the dimensions of work-related stress and workplace well-being within clusters of similar organizational cultures. Results indicated that only a limited number of structural associations vary as a function of gender across all cultures at the individual unit of analysis. Mixed results were found in favor of within-cluster homogeneity of latent means. That is, some cultural clusters such as the East-Asian were displaying within-cluster heterogeneity with large latent differences in workload stress. These findings have implications for the development of mental and emotional disorders such as depression or burnout as well as for the prevention of these conditions within educational settings.

Relations Between Bicultural Attitudes, Paternal Versus Maternal Acceptance, and Psychological Adjustment of Ethnic Minority Youth in Bangladesh

“…In addition, the results show that the heritage cultural orientation (not the national cultural orientation) has significant correlation with the psychological adjustment of the Bangladeshi ethnic youth regardless of gender. This finding is consisted with some findings which showed strong relationships between psychological wellbeing and heritage cultural values (Cauce & Domenech-Rodriguez, 2002;Katsantonis, 2020;Priest et al, 2016). The most likely reason for this positive relationship is the fact that individuals who have positive attitude toward their heritage culture are likely to get family support to integrate the heritage culture values with the national culture values (Perez-Brena et al, 2018), and they tend to make better adjustment in a bicultural or multicultural environment, especially when the family emphasizes the ethnic-racial socialization of its members (Nguyen et al, 2015).…”

Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review

“…In contrast, African, South America and Oceanian studies represented 6%, 1% and 4%, respectively, as shown in Figure 2 . One study [ 39 ] was conducted across multiple continents.…”

Cultural Variation in Aggressive Behavior: A Cross-Cultural Comparison of Students’ Exposure to Bullying Across 32 Countries

“…Despite the possibility to apply the alignment method, when the assumption of strong measurement equivalence is not tenable, this means that cross-cultural differences exist. Additionally, this indicates a differential additive response style and that other factors beyond the latent variable of interest (i.e., bullying) exert an effect on what options of this scale the respondents endorse (Katsantonis, 2020;Kline, 2016). The next step after strong measurement non-equivalence would be to identify some culture-related variables that may influence the scores on the non-equivalent measure to explain cross-cultural differences (Poortinga et al, 2002).…”