Page 26 - Istenič Andreja, Gačnik Mateja, Horvat Barbara, Kukanja Gabrijelčič Mojca, Kiswarday Vanja Riccarda, Lebeničnik Maja, Mezgec Maja, Volk Marina. Ur. 2023. Vzgoja in izobraževanje med preteklostjo in prihodnostjo. Koper: Založba Univerze na Primorskem
P. 26
ra Dolenc
De Simone, S., G. Cicotto, and L. Lampis. 2016. ‘Occupational Stress, Job Satis-
faction and Physical Health in Teachers.’ European Review of Applied Psy-
chology 66 (2): 65–77.
Desouky, D., and H. Allam. 2017. ‘Occupational Stress, Anxiety and Depression
among Egyptian Teachers.’ Journal of Epidemiology and Global Health 7 (3):
191–198.
Dias, P. C., R. Peixoto, and I. Cadime. 2021. ‘Associations Between Burnout and
Personal and Professional Characteristics: A Study of Portuguese Teachers.’
Social Psychology of Education 24 (4): 965–984.
Donker, M. H., M. C. Erisman, T. van Gog, and T. Mainhard, 2020. ‘Teachers’
Emotional Exhaustion: Associations with Their Typical Use of and Implicit
Attitudes Toward Emotion Regulation Strategies.’ Frontiers in Psychology
11:867.
Eddy, C. L., F. L. Huang, D. R. Cohen, K. M. Baker, K. D. Edwards, K. C. Herman, and
W. M. Reinke. 2020. ‘Does Teacher Emotional Exhaustion and Efficacy Pre-
dict Student Discipline Sanctions?’ School Psychology Review 49 (3): 239–
255.
Evropska agencija za varnost in zdravje pri delu. N.d. ‘Psihosocialna tveganja in
stres na delovnem mestu.’ https://osha.europa.eu/sl/themes/psychosocial
-risks-and-stress.
Fleming, J. L., M. Mackrain, and P. A. LeBuffe. 2013. ‘Caring for the Caregiver:
Promoting the Resilience of Teachers.’ In Handbook of Resilience in Children,
edited by S. Goldstein and R. B. Brooks, 387–397. New York: Springer.
Fletcher, D., and M. Sarkar. 2013. ‘Psychological Resilience: A Review and Cri-
tique of Definitions, Concepts and Theory.’ European Psychologist 18 (1): 12–
23.
Flores-Buils, R., A. Caballer-Miedes, and R. Mateu-Pérez. 2022. ‘Resilience in
Teachers: Validation of the Spanish Version of the CD-RISC10© Scale in
Early Childhood, Primary and Special Education Teachers.’ International
Journal of Environmental Research and Public Health 19:11020.
Frank, J. L., P. A. Jennings, and M. T. Greenberg. 2016. ‘Validation of the Mindful-
ness in Teaching Scale.’ Mindfulness 7 (1): 155–163.
Galanakis, M., E. Alexandri, K. Kika, X. Lelekanou, M. Papantonopoulou, D.
Stougiannou, and M. Tzani. 2020. ‘What Is the Source of Occupational
Stress and Burnout?’ Psychology 11 (5): 647–662.
Genoud, P. A., and E. L. Waroux. 2021. ‘The Impact of Negative Affectivity on
Teacher Burnout.’ International Journal of Environmental Research and Pub-
lic Health 18:13124.
Gibson, S., and C. Carroll. 2021. Stress, Burnout, Anxiety and Depression: How They
Impact on the Mental Health and Wellbeing of Teachers and on Learner Out-
comes. London: Education Support.
Gloria, C. T., K. E. Faulk, and M. A. Steinhardt. 2013. ‘Positive Affectivity Predicts
26
De Simone, S., G. Cicotto, and L. Lampis. 2016. ‘Occupational Stress, Job Satis-
faction and Physical Health in Teachers.’ European Review of Applied Psy-
chology 66 (2): 65–77.
Desouky, D., and H. Allam. 2017. ‘Occupational Stress, Anxiety and Depression
among Egyptian Teachers.’ Journal of Epidemiology and Global Health 7 (3):
191–198.
Dias, P. C., R. Peixoto, and I. Cadime. 2021. ‘Associations Between Burnout and
Personal and Professional Characteristics: A Study of Portuguese Teachers.’
Social Psychology of Education 24 (4): 965–984.
Donker, M. H., M. C. Erisman, T. van Gog, and T. Mainhard, 2020. ‘Teachers’
Emotional Exhaustion: Associations with Their Typical Use of and Implicit
Attitudes Toward Emotion Regulation Strategies.’ Frontiers in Psychology
11:867.
Eddy, C. L., F. L. Huang, D. R. Cohen, K. M. Baker, K. D. Edwards, K. C. Herman, and
W. M. Reinke. 2020. ‘Does Teacher Emotional Exhaustion and Efficacy Pre-
dict Student Discipline Sanctions?’ School Psychology Review 49 (3): 239–
255.
Evropska agencija za varnost in zdravje pri delu. N.d. ‘Psihosocialna tveganja in
stres na delovnem mestu.’ https://osha.europa.eu/sl/themes/psychosocial
-risks-and-stress.
Fleming, J. L., M. Mackrain, and P. A. LeBuffe. 2013. ‘Caring for the Caregiver:
Promoting the Resilience of Teachers.’ In Handbook of Resilience in Children,
edited by S. Goldstein and R. B. Brooks, 387–397. New York: Springer.
Fletcher, D., and M. Sarkar. 2013. ‘Psychological Resilience: A Review and Cri-
tique of Definitions, Concepts and Theory.’ European Psychologist 18 (1): 12–
23.
Flores-Buils, R., A. Caballer-Miedes, and R. Mateu-Pérez. 2022. ‘Resilience in
Teachers: Validation of the Spanish Version of the CD-RISC10© Scale in
Early Childhood, Primary and Special Education Teachers.’ International
Journal of Environmental Research and Public Health 19:11020.
Frank, J. L., P. A. Jennings, and M. T. Greenberg. 2016. ‘Validation of the Mindful-
ness in Teaching Scale.’ Mindfulness 7 (1): 155–163.
Galanakis, M., E. Alexandri, K. Kika, X. Lelekanou, M. Papantonopoulou, D.
Stougiannou, and M. Tzani. 2020. ‘What Is the Source of Occupational
Stress and Burnout?’ Psychology 11 (5): 647–662.
Genoud, P. A., and E. L. Waroux. 2021. ‘The Impact of Negative Affectivity on
Teacher Burnout.’ International Journal of Environmental Research and Pub-
lic Health 18:13124.
Gibson, S., and C. Carroll. 2021. Stress, Burnout, Anxiety and Depression: How They
Impact on the Mental Health and Wellbeing of Teachers and on Learner Out-
comes. London: Education Support.
Gloria, C. T., K. E. Faulk, and M. A. Steinhardt. 2013. ‘Positive Affectivity Predicts
26
