Perfiles docentes basados en síntomas de burnoutdiferencias entre etapas educativas y relación conel funcionamiento psicológico adaptativo

Bibliographic References

• Aflaki, K., Vigod, S., & Ray, J. G. (2022). Part I: A friendly introduction to latent class analysis. Journal of Clinical Epidemiology, https://doi.org/10.1016/j.jclinepi.2022.05.008. Advance online publication
• Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26, 101–126. https://doi.org/10.1007/s10648-013-9244-0
• Buunk, A., Peiró, J., Rodríguez, I., & Bravo, M. (2007). A loss of status and a sense of defeat: An evolutionary perspective on professional burnout. European Journal of Personality, 21(4), 471–485. https://doi.org/10.1002/per.627
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Routledge. https://doi.org/10.4324/9780203771587
• Corso-de-Zúñiga, S., Moreno-Jiménez, B., Garrosa, E., Blanco-Donoso, L. M., & Carmona-Cobo, I. (2020). Personal resources and personal vulnerability factors at work: An application of the job demands-resources model among teachers at private schools in Peru. Current Psychology, 39, 325–336. https://doi.org/10.1007/s12144-017-9766-6
• Di Fabio, A. (2017). Positive healthy organizations: Promoting well-being, meaningfulness, and sustainability in organizations. Frontiers in Psychology, 8, 1938. https://doi.org/10.3389/fpsyg.2017.01938
• Dicke, T., Stebner, F., Linninger, C., Kunter, M., & Leutner, D. (2018). A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model. Journal of Occupational Health Psychology, 23(2), 262–277. https://doi.org/10.1037/ocp0000070
• Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97, 143–156. https://doi.org/10.1007/s11205-009-9493-y
• Esteras, J., Chorot, P., & Sandín, B. (2019). Sintomatología física y mental asociada al síndrome de burnout en los profesionales de la ense ̃nanza. Revista de Psicopatología y Psicología Clínica, 24(1), 29–37. https://doi.org/10.5944/rppc.23776
• Ferguson, S. L., Moore, E. W., & Hull, D. M. (2020). Finding latent groups in observed data: A primer on latent profile analysis in Mplus for applied researchers. International Journal of Behavioral Development, 44(5), 458–468. https://doi.org/10.1177/0165025419881721
• Galindo-Domínguez, H., Pegalajar, M., & Uriarte, J. D. (2020). Efecto mediador y moderador de la resiliencia entre la autoeficacia y el burnout entre el profesorado universitario de ciencias sociales y legales. Revista de Psicodidáctica, 25(2), 127–135. https://doi.org/10.1016/j.psicod.2020.04.002
• García-Arroyo, J. A., Osca, A., & Peiró, J. M. (2019). Meta-analytical review of teacher burnout across 36 societies: The role of national learning assess ments and gender egalitarianism. Psychology & Health, 34(6), 733–753. https://doi.org/10.1080/08870446.2019.1568013
• García-Bértoa, A., Ferradás, & M. M., Freire, C. (2019). Propiedades psicométricas de la escala CapPsi de capital psicológico en una muestra de docentes de Educación Secundaria. In M. M. Molero, M. C. Pérez-Fuentes, J. J. Gázquez, M. M. Simón, A. B. Barragán, A. Martos, A. & González-Moreno (Comps.), Proceedings of the III International Congress of Intervention and Research in Health, Vol. 2 (p. 12). ASUNIVEP.
• García-Carmona, M., Marín, M. D., & Aguayo, R. (2019). Burnout syndrome in secondary school teachers: A systematic review and meta-analysis. Social Psychology of Education, 22(1), 189–208. https://doi.org/10.1007/s11218-018-9471-9
• Gil-Monte, P. (2019). CESQT. Cuestionario para la Evaluación del Síndrome de Quemarse por el Trabajo (2nd ed.). TEA.
• Granziera, H., Collie, R., & Martin, A. (2021). Understanding teacher wellbeing through job demands-resources theory. In C. F. Mansfield (Ed.), Cultivating teacher resilience. International approaches, applications and impact (pp. 229–244). Springer. https://doi.org/10.1007/978-981-15-5963-1 14
• Guidetti, G., Viotti, S., Gil-Monte, P. R., & Converso, D. (2018). Feeling guilty or not guilty. Identifying burnout profiles among Italian Teachers. Current Psychology, 37(4), 769–780. https://doi.org/10.1007/s12144-016-9556-6
• Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139–151. https://doi.org/10.2753/MTP1069-6679190202
• Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001
• Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90–100. https://doi.org/10.1177/1098300717732066
• Huppert, F. A., & So, T. T. C. (2013). Flourishing across Europe: Application of a new conceptual framework for defining well-being. Social Indicators Research, 110, 837–861. https://doi.org/10.1007/s11205-011-9966-7
• IBM Corp. (2019). SPSS STATISTICS for Windows, Version 26.0. IBM Corp.
• Kalamara, E., & Richardson, C. (2022). Using latent profile analysis to understand burnout in a sample of Greek teachers. International Archives of Occupational and Environmental Health, 95(1), 141–152. https://doi.org/10.1007/s00420-021-01780-1
• Kalkbrenner, M. T. (2021). Alpha, omega, and H internal consistency reliability estimates: Reviewing these options and when to use them. Counseling Outcome Research and Evaluation. https://doi.org/10.1080/21501378.2021.1940118. Advance online publication
• Kalman, M., & Summak, M. S. (2017). Revitalizing the HERO within Teachers: An analysis of the effects of the PsyCap development training. The Qualitative Report, 22(3), 655–682. https://www.proquest.com/scholarly-journals/revitalizing-hero-within-teachers-analysis/docview/1879926056/se-2
• Kim, L. E., Jörg, V., & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31, 163–195. https://doi.org/10.1007/s10648-018-9458-2
• Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77(1), 229–243. https://doi.org/10.1348/000709905X90344
• Leiter, M. P., & Maslach, C. (2016). Latent burnout profiles: A new approach to understanding the burnout experience. Burnout Research, 3(4), 89–100. https://doi.org/10.1016/j.burn.2016.09.001
• Luthans, F., Youssef-Morgan, C. M., & Avolio, B. (2015). Psychological capital and beyond. Oxford University Press.
• Madigan, D. J., & Kim, L. E. (2021a). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101714. https://doi.org/10.1016/j.ijer.2020.101714
• Madigan, D. J., & Kim, L. E. (2021b). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, 103425. https://doi.org/10.1016/j.tate.2021.103425
• Marais-Opperman, V., Rothmann, S. I., & van Eeden, C. (2021). Stress, flourishing and intention to leave of teachers: Does coping type matter? SA Journal of Industrial Psychology, 47(1), 1–11. https://doi.org/10.4102/sajip.v47i0.1834
• Martínez, J. P., Méndez, I., Ruiz-Esteban, C., Fernández-Sogorb, A., & García-Fernández, J. M. (2020). Profiles of burnout, coping strategies and depressive symptomatology. Frontiers in Psychology, 11, 591. https://doi.org/10.3389/fpsyg.2020.00591
• Maslach, C., & Leiter, M. P. (2008). Early predictors of job burnout and engagement. Journal of Applied Psychology, 93(3), 498–512. https://doi.org/10.1037/0021-9010.93.3.498
• Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach Burnout Inventory manual (3rd ed). Consulting Psychologists Press.
• Méndez, I., Martínez-Ramón, J. P., Ruiz-Esteban, C., & García-Fernández, J. M. (2020). Latent profiles of burnout, self-esteem and depressive symptomatology among teachers. International Journal of Environmental Research and Public Health, 17(18), 6760. https://doi.org/10.3390/ijerph17186760
• Mérida-López, S., & Extremera, N. (2020). Cuando la falta de compromiso ocupacional del profesorado novel no es suficiente para explicar la intención de abandono: ¡la inteligencia emocional importa!. Revista de Psicodidáctica, 25(1), 52–58. https://doi.org/10.1016/j.psicod.2019.05.001
• Muthén, L. K., & Muthén, B. O. (1998–2020). Mplus user’s guide (6th ed.). Muthén & Muthén.
• Nylund-Gibson, K. L., & Choi, A. Y. (2018). Ten frequently asked questions about latent class analysis. Translational Issues in Psychological Science, 4(4), 440–461. https://doi.org/10.1037/tps0000176
• Olivares, V., & Gil-Monte, P. (2009). Análisis de las principales fortalezas y debilidades del “Maslach Burnout Inventory” (MBI). Ciencia y Trabajo, 11(33), 160–167. https://roderic.uv.es/handle/10550/77530
• Omar, A., Salessi, S., & Urteaga, F. (2014). Diseño y validación de la Escala CapPsi para medir capital psicológico. Liberabit, 20(2), 315–323. http://www.scielo.org.pe/scielo.php?pid=S1729-48272014000200012&script=sci arttext&tlng=en
• Owen, S. (2016). Professional learning communities: Building skills, reinvigorating the passion, and nurturing teacher wellbeing and “flourishing” within significantly innovative schooling contexts. Educational Review, 68(4), 403–419. https://doi.org/10.1080/00131911.2015.1119101
• Pellerone, M., Rapisarda, V., Trischitta, M. C. A., Vitale, E., & Ramaci, T. (2020). Burnout and self-perceived instructional competence: An exploratory study of a group of Italian female elementary school teachers. International Journal of Environmental Research and Public Health, 17(4), 1356. https://doi.org/10.3390/ijerph17041356
• Pietarinen, J., Pyhältö, K., Soini, T., & Salmela-Aro, K. (2013). Reducing teacher burnout: A socio-contextual approach. Teaching and Teacher Education, 35, 62–72. https://doi.org/10.1016/j.tate.2013.05.003
• Pozo, C., Garzón, A., Bretones, B., & Ligia, C. (2016). Propiedades psicométricas y dimensionalidad de “The Flourishing Scale” en población hispanohablante. Electronic Journal of Research in Educational Psychology, 14(38), 175–192. https://doi.org/10.14204/ejrep.38.15044
• Pyhältö, K., Pietarinen, J., Haverinen, K., Tiainen, L., & Soini, T. (2021). Teacher burnout profiles and proactive strategies. European Journal of Psychology of Education, 36(1), 219–242. https://doi.org/10.1007/s10212-020-00465-6
• Rajendran, N., Watt, H. M. G., & Richardson, P. W. (2020). Teacher burnout and turnover intent. The Australian Educational Researcher, 47, 477–500. https://doi.org/10.1007/s13384-019-00371-
• Redelinghuys, K., Rothmann, S., & Botha, E. (2019). Flourishing-at-work: The role of positive organizational practices. Psychological Reports, 122(2), 609–631. https://doi.org/10.1177/0033294118757935
• Salmela-Aro, K., Hietajärvi, L., & Lonka, K. (2019). Work burnout and engagement profiles among teachers. Frontiers in Psychology, 10, 2254. https://doi.org/10.3389/fpsyg.2019.02254
• Saloviita, T., & Pakarinen, E. (2021). Teacher burnout explained: Teacher-, student-and organisation-level variables. Teaching and Teacher Education, 97, 103221. https://doi.org/10.1016/j.tate.2020.103221
• Schaufeli, W. B., & Taris, T. W. (2014). A critical review of the job demands-resources model: Implications for improving work and health. In G. F. Bauer, & O. Hämming (Eds.), Bridging occupational, organizational and public health: A transdisciplinary approach (pp. 43–68). Springer Science + Business Media.
• Seisdedos, N. (1997). Manual MBI: Inventario burnout de Maslach. TEA Ediciones.
• Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. The British Journal of Educational Psychology, 85(4), 519–532. https://doi.org/10.1111/bjep.12089
• Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059–1069. https://doi.org/10.1016/j.tate.2009.11.001
• Skaalvik, E. M., & Skaalvik, S. (2017). Dimensions of teacher burnout: Relations with potential stressors at school. Social Psychology of Education, 20, 775–790. https://doi.org/10.1007/s11218-9391-0
• Skaalvik, E. M., & Skaalvik, S. (2020). Teacher burnout: Relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study. Teachers and Teaching, 26(7–8), 602–616. https://doi.org/10.1080/13540602.2021.1913404
• Vizoso-Gómez, C. (2020). Caracterización del capital psicológico en el profesorado: una revisión sistemática. Estudios sobre Educación, 29, 267–295. https://doi.org/10.15581/004.39.267-295
• Zwetsloot, G., & Pot, F. (2004). The business value of health management. Journal of Business Ethics, 55, 115–124. https://doi.org/10.1007/s10551-004-1895-9