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Teacher stress and pupil behaviour explored through a rational-emotive behaviour therapy framework

Robertson, C; Dunsmuir, S; (2013) Teacher stress and pupil behaviour explored through a rational-emotive behaviour therapy framework. Educational Psychology , 33 (2) pp. 215-232. 10.1080/01443410.2012.730323.

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Abstract

Using the psychological framework of rational-emotive behaviour therapy, the principal aim of this study was to establish whether irrational beliefs, self-efficacy or pupil behaviour predicted teacher reports of stress. A secondary aim was to establish whether these variables, in addition to teachers' verbal feedback to pupils in class, predicted on-task pupil behaviour. Participants consisted of 58 teachers from five secondary schools, who completed three self-report questionnaires examining teacher stress, self-efficacy and irrational beliefs. In addition, both teachers and pupils were systematically observed in class using a structured schedule. The results indicated that high self-reported irrational beliefs and low self-efficacy predicted high levels of teacher stress. In addition, high self-efficacy and low levels of negative comments directed at pupils' social behaviour and academic work in the classroom predicted high levels of on-task pupil behaviour. The implications for supporting teachers in these areas are discussed. © 2013 Copyright Taylor and Francis Group, LLC.

Type: Article
Title: Teacher stress and pupil behaviour explored through a rational-emotive behaviour therapy framework
DOI: 10.1080/01443410.2012.730323
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: http://discovery.ucl.ac.uk/id/eprint/1572716
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