Schwerpunkte und Ergebnisse der Forschung zu psychischer Beanspruchung im Lehramt und Berücksichtigung personaler Gesundheitsressourcen

Work-related coping behaviour and experience patterns in university students: a review of 20 years of research

“…Findings related to the WCEP distribution in the initial and more advanced phases of higher education are rather inconsistent across the various fields of study. In teacher education students, cross-sectional studies showed either no difference in WCEP distribution in the various study phases (Buss, 2002;Römer et al, 2013;Bauer, 2019) or a higher prevalence of the risk patterns in the more advanced study phases (Schröder and Kieschke, 2006;Rothland, 2011). The latter was also observed in law and STEM students (Römer et al, 2013;Voltmer et al, 2019).…”

“…The most researched group within the student-focused WCEP research framework are teacher education students (e.g., Bauer, 2019;Mašková et al, 2022) followed by medical students (e.g., Kötter et al, 2021;Afshar et al, 2022). There is also evidence of WCEP distribution in psychology (Nowik and Franke, 2009;Reichl et al, 2014;Meiseneder, 2015), nursing (Kada, 2014), dentistry (Cramer, 2012), law (Römer et al, 2012(Römer et al, , 2013, business/economics (Nowik and Franke, 2009;Jäger, 2017), STEM (Voltmer et al, 2019), natural science (Obst and Kötter, 2020), music (Nusseck and Spahn, 2013), sport (Fischer et al, 2018) and theology students (Voltmer et al, 2011b).…”

“…Reichl et al, 2014;Afshar et al, 2022) while a small number of studies was also conducted in other German-speaking countries: Austria (e.g. Beer and Benieschek, 2012;Lüftenegger et al, 2019) and Switzerland (Albisser and Kirchhoff, 2007;Deiglmayr et al, 2018). Additionally, one study involved teacher education students from the Czech Republic (Mašková et al, 2022).…”

“…Conscientiousness, on the other hand, was scored high in both G-and A-type students, and low in B and S types (Cramer, 2012;Künsting et al, 2012;Reichl et al, 2014;Römer et al, 2017;Lüftenegger et al, 2019). Further, G-and S-type students were more resilient and displayed higher levels of mindfulness and selfefficacy than A and B types, who, on the other hand, tended to be more pessimistic, irritable and less tolerant of uncertainty than their G-and S-type counterparts (Dietrich et al, 2015;Meiseneder, 2015;Awenius, 2019;Bauer, 2019). Finally, G-type theology students displayed higher levels of spirituality which protected them from the burnout pattern (Voltmer et al, 2011b).…”