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Joakim Wahlström, Sara Brolin Låftman & Gabriella Olsson. (2023) School-related covariates of adolescent gambling: findings from the Stockholm school survey. International Gambling Studies 23:2, pages 313-327.
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Ma. Jenina N. Nalipay, Ronnel B. King, Imelu G. Mordeno & Hui Wang. (2022) Are good teachers born or made? Teachers who hold a growth mindset about their teaching ability have better well-being. Educational Psychology 42:1, pages 23-41.
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Chunyan Yang. (2021) Online Teaching Self-Efficacy, Social–Emotional Learning (SEL) Competencies, and Compassion Fatigue Among Educators During the COVID-19 Pandemic. School Psychology Review 50:4, pages 505-518.
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Lotta Tikkanen, Kirsi Pyhältö, Tiina Soini & Janne Pietarinen. (2021) Crossover of burnout in the classroom – Is teacher exhaustion transmitted to students?. International Journal of School & Educational Psychology 9:4, pages 326-339.
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Jill Steel, Joanne M. Williams & Sarah McGeown. (2021) Reading to dogs in schools: an exploratory study of teacher perspectives. Educational Research 63:3, pages 279-301.
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Kristiina Rajaleid, Sara Brolin Låftman & Bitte Modin. (2020) School-Contextual Paths to Student Bullying Behaviour: Teachers Under Time Pressure are Less Likely to Intervene and the Students Know It!. Scandinavian Journal of Educational Research 64:5, pages 629-644.
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Magdalena Mo Ching Mok. (2019) Social and emotional learning. Educational Psychology 39:9, pages 1115-1118.
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Julia Holzer, Luisa Grützmacher, Marko Lüftenegger, Manfred Prenzel & Barbara Schober. (2024) Shedding light on relations between teacher emotions, instructional behavior, and student school well-being – Evidence from disadvantaged schools. Learning and Instruction 92, pages 101926.
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Gulnar Ozyildirim. (2024) Teachers' occupational health: A structural model of work‐related stress, depressed mood at work, and organizational commitment. Psychology in the Schools.
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A. Connolly, A. Giles-Kaye, A. Smith, G. Dawson, R. Smith, S. Darling, F. Oberklaid & J. Quach. (2024) Barriers to supporting children's mental health in Australian primary schools: Perspectives of school staff. Mental Health & Prevention 33, pages 200323.
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Sophie I.E. Hölscher, Nadya Gharaei, Maja K. Schachner, Priscilla Krachum Ott & Sören Umlauft. (2024) Do my students think I am racist? Effects on teacher self-efficacy, stress, job satisfaction and supporting students in culturally diverse classrooms. Teaching and Teacher Education 138, pages 104425.
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Norman B. Mendoza & John Ian Wilzon T. Dizon. (2023) Principal autonomy-support buffers the effect of stress on teachers’ positive well-being: a cross-sectional study during the pandemic. Social Psychology of Education 27:1, pages 23-45.
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Elisabetta Conte, Valeria Cavioni & Veronica Ornaghi. (2024) Exploring Stress Factors and Coping Strategies in Italian Teachers after COVID-19: Evidence from Qualitative Data. Education Sciences 14:2, pages 152.
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Peter Raymond Sabelo, Siyanda Rondile, Zizipho Tshijila & N. Mzileni. (2024) Exploring Competency Development Among Peer Assisted Learning (PAL) Leaders and Tutors: A Comprehensive Investigation of Program Involvement. E-Journal of Humanities, Arts and Social Sciences, pages 1664-1677.
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Thanduxolo Albert Nomtshongwana & Andrea Mqondiso Buka. (2024) Primary School Teachers’ Perspective on Stress Triggers: A South African Case Study. E-Journal of Humanities, Arts and Social Sciences, pages 1656-1663.
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Millah Nur Wa’alin & Kukuh Munandar. (2024) Upaya Mewujudkan School Well-Being Melalui Pembelajaran Berdiferensiasi pada Peserta Didik Kelas X. Jurnal Teknologi Pendidikan 1:4, pages 10.
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Khilma Vita Nurmayasari & Aulya Nanda Prafiasari. (2024) Implementasi Pembelajaran Berdiferensiasi untuk Mewujudkan Student’s Well Being pada Pembelajaran Biologi di SMA Negeri 1 Bangorejo. Jurnal Teknologi Pendidikan 1:4, pages 11.
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Joel Marc NGOHAYON & Eloise Amor CULİMAY. (2023) Stress Experiences and Coping Strategies Among Employed Teachers of Ifugao State University During the COVID-19 Pandemic. Research in Educational Administration and Leadership 8:4, pages 826-868.
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Aurora Adina Colomeischi & Andreea Ursu. (2023) Exploring the mediating role of emotion regulation on the relationship between teachers’ resilience and their perceived stress. Social Psychology of Education.
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Julia A. Martinez & Katherine Martinez-Gongora. 2023. Student Stress in Higher Education. Student Stress in Higher Education
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Joakim Wahlström & Gabriella Olsson. (2023) Poor school performance and gambling among adolescents: Can the association be moderated by conditions in school?. Addictive Behaviors Reports 18, pages 100508.
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A.S. Strukova & K.N. Polivanova. (2023) Well-Being in Education: Modern Theories, Historical Context, Empirical Studies. Journal of Modern Foreign Psychology Современная зарубежная психология 12:3, pages 137-148.
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Shweta Belwal, Ahad Ali Hamil Al Maqbali & Rakesh Belwal. (2023) Understanding the Impact of Occupational Stress on the Home Environment: Evidence from Oman. FIIB Business Review 12:3, pages 263-278.
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Eunice S. Han & Emma García. (2022) The Effect of Teachers’ Unions on Teacher Stress: Evidence from District-Teacher Matched Data. Labor Studies Journal 48:1, pages 35-69.
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L. P. Maricuțoiu, Z. Pap, E. Ștefancu, V. Mladenovici, D. G. Valache, B. D. Popescu, M. Ilie & D. Vîrgă. (2023) Is Teachers’ Well-Being Associated with Students’ School Experience? A Meta-analysis of Cross-Sectional Evidence. Educational Psychology Review 35:1.
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Chunyan Yang, Jenna E. Greenstein, Sarah Manchanda, Maedah Golshirazi & Tammy Yabiku. 2023. School Violence and Primary Prevention. School Violence and Primary Prevention
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Donald Shailendra Christian, Hardik Jashubhai Sutariya & Khushboo Ashish Kagathra. (2022) Assessment of Occupational Stress among High School Teachers of Ahmedabad City, India. Indian Journal of Community Health 34:3, pages 413-417.
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Joacim Ramberg, Sara Brolin Låftman, Jannike Nilbrink, Gabriella Olsson & Susanna Toivanen. (2021) Job strain and sense of coherence: Associations with stress-related outcomes among teachers. Scandinavian Journal of Public Health 50:5, pages 565-574.
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Jude Brady & Elaine Wilson. (2021) Comparing sources of stress for state and private school teachers in England. Improving Schools 25:2, pages 205-220.
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Ludwig Bilz, Saskia M. Fischer, Anne-Cathrin Hoppe-Herfurth & Nancy John. (2022) A Consequential Partnership. Zeitschrift für Psychologie 230:3, pages 264-275.
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Roselle Soriano, Helen Asio, Analyn Almoite, Kristine Dela Cruz & Emma Aspiras. (2022) Teaching in Tumultuous Times: Unraveling Teachers’ Experiences amidst the COVID-19 Pandemic. Journal of Education, Management and Development Studies 2:1, pages 128-141.
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Esmail Abdali, Behnam Talebi & Asadollah Khadivi. (2022) Validation of Rosenberg Teachers' Occupational Stress Scale on Iranian Teachers. Journal of Occupational Health and Epidemiology 11:4, pages 281-290.
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Zhiping Wang. (2022) The Effect of EFL Teacher Apprehension and Teacher Burnout on Learners’ Academic Achievement. Frontiers in Psychology 12.
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Craig Davis & Gustavo Páyan-Luna. (2022) Mejorar la salud socioemocional: Ampliación del bienestar de docentes y estudiantes durante la Crisis del COVID-19 en Honduras. Journal on Education in Emergencies 8:3, pages 1.
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Craig Davis & Gustavo Páyan-Luna. (2022) Improving Social-Emotional Health: Expansion of Teacher and Student Wellbeing during the COVID-19 Crisis in Honduras. Journal on Education in Emergencies 8:3, pages 202.
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Craig Davis & Gustavo Páyan-Luna. (2022) Une Meilleure Santé Socio-Émotionnelle : l'Amélioration du Bien-Être des Enseignants et des Élèves pendant la Crise du COVID-19 au Honduras. Journal on Education in Emergencies 8:3, pages 216.
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Maja Ljubetic, Toni Maglica & Ina Reic-Ercegovac. (2022) Teachers’ work engagement: the contribution of demographic, work-related, and social factors. Zbornik Instituta za pedagoska istrazivanja 54:1, pages 83-101.
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Yuliya Yu Dubrovskaya & Olga A. Moskvitina. 2022. Applied Psychology Readings. Applied Psychology Readings
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Annemaree Carroll, Ashley York, Sam Fynes-Clinton, Emma Sanders-O'Connor, Libby Flynn, Julie M. Bower, Kylee Forrest & Maryam Ziaei. (2021) The Downstream Effects of Teacher Well-Being Programs: Improvements in Teachers' Stress, Cognition and Well-Being Benefit Their Students. Frontiers in Psychology 12.
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Vivienne Y. K. Tao, Yun Li, Ka Hou Lam, Chi Wo Leung, Chit Iam Sun & Anise M. S. Wu. (2021) From teachers’ implicit theories of intelligence to job stress: The mediating role of teachers’ causal attribution of students’ academic achievement. Journal of Applied Social Psychology 51:5, pages 522-533.
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Joseph Ssenyonga & Tobias Hecker. (2021) Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda. International Journal of Environmental Research and Public Health 18:5, pages 2315.
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Reingard Seibt & Steffi Kreuzfeld. (2021) Influence of Work-Related and Personal Characteristics on the Burnout Risk among Full- and Part-Time Teachers. International Journal of Environmental Research and Public Health 18:4, pages 1535.
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Teresa Pozo-Rico, Raquel Gilar-Corbí, Andrea Izquierdo & Juan-Luis Castejón. (2020) Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study. International Journal of Environmental Research and Public Health 17:22, pages 8633.
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Simon Coulombe, Kendra Hardy & Rachel Goldfarb. (2021) Promoting wellbeing through positive education: A critical review and proposed social ecological approach. Theory and Research in Education 18:3, pages 295-321.
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Inmaculada Méndez, Juan Pedro Martínez-Ramón, Cecilia Ruiz-Esteban & José Manuel García-Fernández. (2020) Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers. International Journal of Environmental Research and Public Health 17:18, pages 6760.
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Juan Pedro Martínez, Inmaculada Méndez, Cecilia Ruiz-Esteban, Aitana Fernández-Sogorb & José Manuel García-Fernández. (2020) Profiles of Burnout, Coping Strategies and Depressive Symptomatology. Frontiers in Psychology 11.
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