Description
Valova A. A. Lichnostnaya trevozhnost i strategii sovladaniya so stressom u pedagogov shkoly: Vyp. kvalifikats. rabota: Magist. dis.: Napravleniye 44.04.02 "Psikhologo-pedagogicheskoye obrazovaniye". Magisterskaya programma "Prakticheskaya psikhologiya v sotsialnoy sfere i obrazovanii" = [Personal anxiety and coping strategies with stress in a school teachers] / Mosk. gos. psikhologo-ped. un-t. — M., 2025. — 72 s. — URL: https://psychlib.ru/inc/absid.php?absid=502364.
Title page
Rubrics:
• General psychology → Personality psychology
• Pedagogy, education → Secondary school. Pedagogy of school
• Psychology of separate types of activity. Branch psychology → Labor psychology
Abstract:
The work is devoted to studying the relationship between personal anxiety and stress coping methods in teachers in the context of emotional burnout, since some types of coping strategies contribute to successful and effective overcoming of life`s difficulties, while others, in turn, aggravate the current situation. As part of our study, several hypotheses were tested, the main one of which was the hypothesis about the presence of a connection between personal anxiety of teachers and stress coping methods, which was confirmed. Indeed, personal anxiety of teachers correlates positively with the escape-avoidance strategy, negatively with problem-solving planning strategies, and moderately negatively with a positive reassessment of the situation. Thus, the most constructive ways of coping with stress are associated with a lower level of personal anxiety. In addition, assumptions were also made about the presence of a positive correlation between anxiety and the main phases of professional burnout of teachers and that the level of burnout in teachers with predominantly effective coping strategies is lower than in teachers with dominant destructive coping strategies, each of which was confirmed. Thus, in the course of our study, some aspects of the problem of coping with stress of teachers with different levels of personal anxiety in the context of emotional burnout were clarified.
The work is devoted to studying the relationship between personal anxiety and stress coping methods in teachers in the context of emotional burnout, since some types of coping strategies contribute to successful and effective overcoming of life`s difficulties, while others, in turn, aggravate the current situation. As part of our study, several hypotheses were tested, the main one of which was the hypothesis about the presence of a connection between personal anxiety of teachers and stress coping methods, which was confirmed. Indeed, personal anxiety of teachers correlates positively with the escape-avoidance strategy, negatively with problem-solving planning strategies, and moderately negatively with a positive reassessment of the situation. Thus, the most constructive ways of coping with stress are associated with a lower level of personal anxiety. In addition, assumptions were also made about the presence of a positive correlation between anxiety and the main phases of professional burnout of teachers and that the level of burnout in teachers with predominantly effective coping strategies is lower than in teachers with dominant destructive coping strategies, each of which was confirmed. Thus, in the course of our study, some aspects of the problem of coping with stress of teachers with different levels of personal anxiety in the context of emotional burnout were clarified.
• Open description in electronic catalog: 502364
