Instructor-Student Communication about Mental Health during the COVID-19 Pandemic: Exploring Differences in Instructors’ Professional and Personal Outcomes

References

• American College Health Association. (2017). National college health assessment II: Reference group executive summary spring 2017. https://www.acha.org/documents/ncha/NCHA-II_SPRING_2017_REFERENCE_GROUP_EXECUTIVE_SUMMARY.pdf
   Google Scholar
• American Federation of Teachers. (2017). 2017 educator quality of work life survey. https://www.aft.org/sites/default/files/2017_eqwl_survey_web.pdf
   Google Scholar
• Auerbach, R. P., Ebert, D. D., Nock, M. K., Ebert, D. D., Hasking, P., Nock, M. K., Vilagut, G., Green, J. G., Hasking, P., Murray, E., Nock, M. K., Pinder-Amaker, S., Sampson, N. A., Stein, D. J., Vilagut, G., Zaslavsky, A. M., Kessler, R. C., & Demyttenaere, K. (2018). WHO world mental health surveys international college student project: Prevalence and distribution of mental disorders. Journal of Abnormal Psychology, 127(7), 623–638. https://doi.org/10.1037/abn0000362
   PubMed Web of Science ®Google Scholar
• Auger, G. A., & Formentin, M. J. (2021). This is depressing: The emotional labor of teaching during the pandemic spring 2020. Journalism & Mass Communication Educator, 76(4) , 1–18. [ Special issue]. https://doi.org/10.7.711/1707/7170677965985281211001122900
   Google Scholar
• Belcastro, P. A., & Gold, R. S. (1983). Teacher stress and burnout: Implications for school health personnel. The Journal of School Health, 53(7), 404–407. https://doi.org/10.1111/j.1746-1561.1983.tb03148.x
   PubMed Web of Science ®Google Scholar
• Berkman, L. F., & Glass, T. (2000). Social integration, social networks, social support, and health. In L. F. Berkman & I. Kawachi (Eds.), Social epidemiology (pp. 137–173). Oxford University Press.
   Google Scholar
• Bolkan, S., & Holmgren, J. L. (2012). “You are such a great teacher and I hate to bother you but”: Instructors’ perceptions of students and their use of email messages with varying politeness strategies. Communication Education, 61(3), 253–270. https://doi.org/10.1080/03634523.2012.667135
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Bute, J. J., & Vik, T. A. (2010). Privacy management as unfinished business: Shifting boundaries in the context of infertility. Communication Studies, 61(1), 1–20. https://doi.org/10.1080/10510970903405997
   Google Scholar
• Caplan, S. E. (2003). Preference for online social interaction: A theory of problematic Internet use and psychosocial well-being. Communication Research, 30(6), 625–648. https://doi.org/10.1177/0093650203257842
   Web of Science ®Google Scholar
• Capone, V., & Petrillo, G. (2020). Mental health in teachers: Relationships with job satisfaction, efficacy beliefs, burnout and depression. Current Psychology, 39(5), 1757–1766. https://doi.org/10.1007/s12144-018-9878-7
   Web of Science ®Google Scholar
• Center for Collegiate Mental Health. (2018, January). 2017 annual report (Publication No. STA 18-166).
   Google Scholar
• Chang, M.-L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218. https://doi.org/10.1007/s10648-009-9106-y
   Web of Science ®Google Scholar
• Chin, E. G., & Clubbs, B. H. (2022). Pandemic issues: Faculty value alignment and burnout. Journal of Educational Research & Practice, 12(1), 51–62. https://doi.org/10.5590/JERAP.2022.12.1.04
   Google Scholar
• Chonody, J., Kondrat, D., Godinez, K., & Kotzian, A. (2022). Job satisfaction amongst social work faculty: The role of relationships. Journal of Social Work Education, 1–15. published ahead of print. https://doi.org/10.1080/10437797.2021.2019638
   Google Scholar
• Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310–357. https://doi.org/10.1037/0033-2909.98.2.310
   PubMed Web of Science ®Google Scholar
• Figley, C. R. (Ed.). (1995). Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized. Brunner/Mazel.
   Google Scholar
• Cullen, W., Gulati, G., & Kelly, B. D. (2020). Mental health in the COVID-19 pandemic. QJM: An International Journal of Medicine, 113(5), 311–312. https://doi.org/10.1093/qjmed/hcaa110
   PubMed Web of Science ®Google Scholar
• Czeisler, M. É., Lane, R. I., Petrosky, E., Wiley, J. F., Christensen, A., Njai, R., Weaver, M. D., Robbins, R., Facer-Childs, E. R., Barger, L. K., Czeisler, C. A., Howard, M. E., & Rajaratnam, S. M. W. (2020). Mental health, substance use, and suicidal ideation during the COVID-19 pandemic– United States. MMWR. Morbidity and Mortality Weekly Report, 69(32), 1049–1057. June 24-30, 2020. https://doi.org/10.15585/mmwr.mm6932a1
   PubMed Web of Science ®Google Scholar
• Daumiller, M., Rinas, R., Hein, J., Janke, S., Dickhäuser, O., & Dresel, M. (2021). Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes toward their sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality. Computers in Human Behavior, 118(106677), 106677. https://doi.org/10.1016/j.chb.2020.106677
   Google Scholar
• Duffy, M. E., Twenge, J. M., & Joiner, T. E. (2019). Trends in mood and anxiety symptoms and suicide-related outcomes among U.S. undergraduates, 2007–2018: Evidence from two national surveys. Journal of Adolescent Psychology, 65(5), 590–598. https://doi.org/10.1016/j.jadohealth.2019.04.033
   Google Scholar
• Ellis, K. (2000). Perceived teacher confirmation: The development and validation of an instrument and two studies of the relationship to cognitive and affective learning. Human Communication Research, 26(2), 264–291. https://doi.org/10.1111/j.1468-2958.200.tb00758.x
   Web of Science ®Google Scholar
• Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. (2021). Satisfaction with online learning in the new normal: Perspective of students and faculty at medical and health sciences colleges. Medical Education Online, 26(1), 1–10. https://doi.org/10.1080/10872981.2021.1920090
   Web of Science ®Google Scholar
• Floyd, K., & Hesse, C. (2020). The state of the art and the future of “wet psychophysiology” in communication research. In K. Floyd & R. Weber (Eds.), The handbook of science and biology (pp. 10–18). Taylor & Francis.
   Google Scholar
• Frisby, B. N., Goodboy, A. K., & Buckner, M. M. (2015). Students’ instructional dissent and relationships with faculty burnout, commitment, satisfaction, and efficacy. Communication Education, 64(1), 65–82. https://doi.org/10.1080/03634523.2014.978794
   Web of Science ®Google Scholar
• Frymier, A. B., & Houser, M. L. (2000). The teacher-student relationship as an interpersonal relationship. Communication Education, 49(3), 207–219. https://doi.org/10.1080/03634520009379209
   Web of Science ®Google Scholar
• Gallagher, R. (2014). American College Counseling Association, 9V. The International Association of Counseling Services, Inc. http://d-scholarship.pitt.edu/28178/1/survey_2014.pdf
   Google Scholar
• Golonka, K., Mojsa-Kaja, J., Gawlowska, M., & Popiel, K. (2017). Cognitive impairments in occupational burnout—Error processing and its indices of reactive and proactive control. Frontiers in Psychology, 8(676), 1–13. https://doi.org/10.3389/fpsyg.2017.00676
   PubMedGoogle Scholar
• Hahn, T. (2021, February 4). Mental health in academia during the COVID pandemic. National Communication Association. https://www.natcom.org/spectra/mental-health-academia-during-covid-pandemic
   Google Scholar
• Hamama, L., Ronen, T., Shachar, K., & Rosenbaum, M. (2013). Links between stress, positive and negative affect, and life satisfaction among teachers in special education schools. Journal of Happiness Studies, 14(3), 731–751. https://doi.org/10.1007/s10902-012-9352-4
   Web of Science ®Google Scholar
• Hernandez, R. (2018). Understanding sorority women’s privacy management about condom use. Qualitative Health Research, 28(8), 1342–1353. https://doi.org/10.1177/1049732318766506
   PubMed Web of Science ®Google Scholar
• Hock, R. R. (1988). Professional burnout among public school teachers. Public Personnel Management, 17(2), 167–189. https://doi.org/10.1177/009102608801700207
   Web of Science ®Google Scholar
• Kaufmann, R., & Lane, D. (2014). Examining communication privacy management in the middle school classroom: Perceived gains and consequences. Educational Research, 56(1), 13–27. https://doi.org/10.1080/00131881.2013.874145
   Web of Science ®Google Scholar
• Kline, R. B. (2011). Principles and practice of structural equation modeling. Guilford Press.
   Google Scholar
• Komarraju, M., Musulkin, S., & Bhattacharya, G. (2010). Role of student-faculty interactions in developing college students’ academic self-concept, motivation, and achievement. Journal of College Student Development, 51(3), 332–342. https://doi.org/10.1353/csd.0.0137
   Web of Science ®Google Scholar
• Lee, Y. H. (2019). Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching. European Physical Education Review, 25(1), 236–253. https://doi.org/10.1177/1356336X17719559
   Web of Science ®Google Scholar
• Li, J., Ghosh, R., & Nachmias, S. (2020). In a time of COVID-19 pandemic, stay healthy, connected, productive, and learning: Words from the editorial team of HRDI. Human Resource Development International, 23(3), 199–207. https://doi.org/10.1080/13678868.2020.1752493
   Web of Science ®Google Scholar
• Lipson, S. K., Gaddis, S. M., Heinze, J., Beck, K., & Eisenberg, D. (2015). Variations in student mental health and treatment utilization across U.S. colleges and universities. Journal of American College Health, 63(6), 388–396. https://doi.org/10.1080/07448481.2015.1040411
   PubMed Web of Science ®Google Scholar
• Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the beck depression and anxiety inventories. Behaviour Research and Therapy, 33(3), 335–343. https://doi.org/10.1016/0005-7967(94)00075-U
   PubMed Web of Science ®Google Scholar
• Ma, Z., Zhao, J., Li, Y., Chen, D., Wang, T., Zhang, Z., Chen, Z., Yu, Q., Jiang, J., Fan, F., & Liu, X. (2020). Mental health problems and correlates among 746,217 college students during the coronavirus disease 2019 outbreak in China. Epidemiology and Psychiatric Sciences, 29(e181), 1–10. https://doi.org/10.1017/S2045796020000931
   Google Scholar
• Mahoney, K. T., Buboltz, W. C., Jr., Buckner, V. J. E., & Doverspike, D. (2011). Emotional labor in American professors. Journal of Occupational Health Psychology, 16(4), 406–423. https://doi.org/10.1037/a0025099
   PubMed Web of Science ®Google Scholar
• Maloç, A., & Yalçin, I. (2015). Relationships among resilience, social support, coping, and psychological well-being among university students. Turkish Psychological Counseling and Guidance Journal, 5(43), 35–43. https://doi.org/10.17066/PDRD.22119
   Google Scholar
• Maslach, C. (1982). Burnout: The cost of caring. Prentice-Hall.
   Google Scholar
• Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422. https://doi.org/10.1146/annurev.psych.52.1.397
   PubMed Web of Science ®Google Scholar
• Mazer, J. P., & Graham, E. E. (2015). Measurement in instructional communication research: A decade in review. Communication Education, 64(2), 208–240. https://doi.org/10.1080/03634523.2014.1002509
   Web of Science ®Google Scholar
• Mojsa-Kaja, J., Golonka, K., & Marek, T. (2015). Job burnout and engagement among teachersWorklife areas and personality traits as predictors of relationships with work. International Journal of Occupational Medicine and Environmental Health, 28(1), 102–119. https://doi.org/10.13075/ijomeh.1896.00238
   PubMed Web of Science ®Google Scholar
• Morreale, S. P., Thorpe, J., & Westwick, J. N. (2021). Online teaching: Challenge or opportunity for communication education scholars? Communication Education, 70(1), 117–119. https://doi.org/10.1080/03634523.2020.1811360
   Web of Science ®Google Scholar
• Mottet, T. P., & Beebe, S. A. (2006). Foundations of instructional communication. In T. P. Mottet, V. P. Richmond, & J. C. McCroskey (Eds.), Handbook of instructional communication: Rhetorical and relational perspectives (pp. 3–32). Pearson.
   Google Scholar
• Osman, A., Wong, J. L., Bagge, C. L., Freedenthal, S., Gutierrez, P. M., & Lozano, G. (2012). The depression anxiety stress scales-21 (DASS-21): Further examination of dimensions, scale reliability, and correlates. Journal of Clinical Psychology, 68(12), 1322–1338. https://doi.org/10.1002/jclp.21908
   PubMed Web of Science ®Google Scholar
• Pena, D., & Mitchell, D. (2000). NEA Higher Education Research Center Update. https://files.eric.ed.gov/fulltext/ED455753.pdf
   Google Scholar
• Petronio, S. (2002). Boundaries of privacy: Dialectics of disclosure. State University of New York Press.
   Google Scholar
• Plax, T. G., Kearney, P., & Downs, T. M. (1986). Communicating control in the classroom and satisfaction with teaching and students. Communication Education, 35(4), 379–388. https://doi.org/10.1080/03634528609388362
   Web of Science ®Google Scholar
• Priem, J. S. (2020). Emotional support processes and physiology: A dyadic perspective. In: L. S. Aloia, A. Denes, & J. P. Crowley (Eds), The Oxford Handbook of the Physiology of Interpersonal Communication. doi:10.1093/oxfordhb/9780190679446.013.12
   Google Scholar
• Rapanta, C., Botturi, L., Goodyear, P., Guárdia, L., & Koole, M. (2020). Online university teaching during and after the COVID-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y
   Google Scholar
• Rogers, V. L., Griffin, M. Q., Wykle, M. L., & Pitzpatrick, J. J. (2009). Internet versus face-to-face therapy: Emotional self-disclosure issues for young adults. Issues in Mental Health Nursing, 30(10), 596–602. https://doi.org/10.1080/01612840903003520
   PubMedGoogle Scholar
• Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 12(4), e7541. https://doi.org/10.7759/cureus.7541
   PubMed Web of Science ®Google Scholar
• Schaufeli, W. B., Maslach, C., & Marek, C. (1993). Professional burnout: Recent developments in theory and research. Routledge.
   Google Scholar
• Schaufeli, W. B., Daamen, J., & van Mierlo, H. (1994). Burnout among Dutch teachers: An MBI-validity study. Educational and Psychological Measurement, 54(3), 803–812. https://doi.org/10.1177/0013164494054003027
   Web of Science ®Google Scholar
• Seah, Y. M., Chang, A. M., Dabee, S., Davidge, B., Erickson, J. R., Olanrewaju, A. O., & Price, R. M. (2021). Pandemic-related instructor talk: How new instructors supported students at the onset of the COVID-19 pandemic. Journal of Microbiology & Biology Education, 22(1), 22.1.51. https://doi.org/10.1128/jmbe.v22i1.2401
   Google Scholar
• Segrin, C., & Passalacqua, S. A. (2010). Functions of loneliness, social support, health behaviors, and stress in association with poor health. Health Communication, 25(4), 312–322. https://doi.org/10.1080/10410231003773334
   PubMed Web of Science ®Google Scholar
• Servaty-Seib, H. L., Taub, D. J., Ji-Yeon, L., Morris, C. W., Werden, D., Preito-Welch, S., & Miles, N. (2013). Using the theory of planned behavior to predict resident assistants’ intention to refer students to counseling. Journal of College & University Student Housing, 39(2), 48–69. https://doi.org/10.1002/j.2161-1882.2013.00027.x
   Google Scholar
• Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001
   Web of Science ®Google Scholar
• Stamm, B. H. (2010). The concise ProQOL manual (2nded.). ProQOL.org.
   Google Scholar
• Teven, J. J. (2007). Teacher temperament: Correlates with teacher caring, burnout, and organizational outcomes. Communication Education, 56(3), 382–400. https://doi.org/10.1080/03634520701361912
   Web of Science ®Google Scholar
• Trolian, T. L., Jach, E. A., Hanson, J. M., & Pascarella, E. T. (2016). Influencing academic motivation: The effects of student-faculty interaction. Journal of College Student Development, 57(7), 810–826. https://doi.org/10.1353/csd.2016.0080
   Web of Science ®Google Scholar
• Turner, R. J., & Brown, R. L. (2009). Social support and mental health. In T. Brown & T. Scheid (Eds.), The social context of mental health and illness (pp. 200–212). University Press.
   Google Scholar
• Walther, J. B., & Boyd, S. (2002). Attraction to computer-mediated social support. In C. A. Lin & D. Atkin (Eds.), Communication technology and society: Audience adoption and uses (pp. 153–188). Hampton Press.
   Google Scholar
• White, A., & LaBelle, S. (2019). A qualitative investigation of instructors’ perceived communicative roles in students’ mental health management. Communication Education, 68(2), 133–155. https://doi.org/10.1080/03634523.2019.1571620
   Web of Science ®Google Scholar
• Worley, D., Titsworth, S., Worley, D., & Cornett-DeVito, M. (2007). Instructional communication competence: Lessons learned from award-winning teachers. Communication Studies, 58(2), 207–222. https://doi.org/10.1080/10510970701341170
   Google Scholar
• Zeidner, M., Hadar, D., Matthews, G., & Roberts, R. D. (2013). Personal factors related to compassion fatigue in health professionals. Anxiety, Stress & Coping, 26(6), 595–609. https://doi.org/10.1080/10615806.2013.777045
   PubMed Web of Science ®Google Scholar
• Zengaro, E., Carmack, H. J., Buzzelli, N., & Towery, N. A. (2020). Disclosure catalysts in student disclosures of personal health information to college instructors. Health Communication, 37(1), 55–63. https://doi.org/10.1080/10410236.2020.1816310
   PubMed Web of Science ®Google Scholar
• Zhang, R. (2017). The stress-buffering effect of self-disclosure on Facebook: An examination of stressful life events, social support, and mental health among college students. Computers in Human Behavior, 75, 527–537. http://dx.doi.org/10.1016/j.chb.2017.05.043
   Web of Science ®Google Scholar