Page 27 - 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
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The Role of Mindfulness and Resilience in Predicting Job Burnout
Successful and Unsuccessful Adaptation to Stress.’ Motivation and Educa-
tion 37 (1): 185–193.
González-Valero, G., F. Zurita-Ortega, S. San Román-Mata, and P. Puertas-Mole-
ro. 2021. ‘Effect Relationship of Burnout Syndrome and Resilience with Im-
plicit Factors in the Teaching Profession: A Systematic Review.’ Revista De
Educación 394. https://recyt.fecyt.es/index.php/Redu/article/view/90203.
Greenberg, M. T., J. L. Brown, and R. M. Abenavoli. 2016. ‘Teacher Stress and
Health Effects on Teachers, Students, and Schools.’ Issue Brief, Edna Ben-
nett Pierce Prevention Research Center, Pennsylvania State University, Uni-
versity Park, PA.
Guidetti, G., S. Viotti, P. Gil-Monte, and D. Converso. 2018. ‘Feeling Guilty or Not
Guilty. Identifying Burnout Profiles among Italian Teachers.’ Current Psy-
chology 37 (4): 769–780.
Herman, K. C., J. Hickmon-Rosa, and W. M. Reinke. 2018. ‘Empirically Derived
Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associ-
ated Student Outcomes.’ Journal of Positive Behavior Interventions 20 (2):
90–100.
Horgan, K., S. Howard, and F. Gardiner-Hyland. 2018. ‘Pre-service Teachers and
Stress During Microteaching: An Experimental Investigation of the Effec-
tiveness of Relaxation Training with Biofeedback on Psychological and
Physiological Indices of Stress.’ Applied Psychophysiology and Biofeedback
43 (3): 217–225.
Huyghebaert, T., N. Gillet, N. Beltou, F. Tellier, and E. Fouquereau. 2018. ‘Effects
of Workload on Teachers’ Functioning: A Moderated Mediation Model In-
cluding Sleeping Problems and Overcommitment.’ Stress and Health 34 (5):
601–611.
Jennings, P. A., J. L. Brown, J. L. Frank, S. Doyle, Y. Oh, R. Davis, D. Rasheed, A.
DeWeese, A. A. DeMauro, H. Cham, and M. T. Greenberg. 2017. ‘Impacts of
the CARE for Teachers Program on Teachers’ Social and Emotional Compe-
tence and Classroom Interactions.’ Journal of Educational Psychology 109
(7): 1010–1028.
Jeriček Klanšček, H., K. Hribar, and M. Bajt. 2017. Skrb za duševno zdravje tudi na
delovnem mestu. Ljubljana: Nacionalni inštitut za javno zdravje.
Kabat-Zinn, J. 2003. ‘Mindfulness-Based Interventions in Context: Past, Present,
and Future.’ Clinical Psychology: Science and Practice 10 (2): 144–156.
Kaplan, J. B., A. L. Bergman, M. Christopher, S. Bowen, and M. Hunsinger. 2017.
‘Role of Resilience in Mindfulness Training for First Responders.’ Mindful-
ness 8 (5): 1373–1380.
Korunka, C., S. Tement, C. Zdrehus, and A. Borza. 2010. ‘Burnout: Definition
Recognition and Prevention Approaches.’ BOIT. https://www
.bridgestoeurope.com/wp-content/uploads/2020/03/BOIT_theoretical
_abstract_2705.pdf.
27
Successful and Unsuccessful Adaptation to Stress.’ Motivation and Educa-
tion 37 (1): 185–193.
González-Valero, G., F. Zurita-Ortega, S. San Román-Mata, and P. Puertas-Mole-
ro. 2021. ‘Effect Relationship of Burnout Syndrome and Resilience with Im-
plicit Factors in the Teaching Profession: A Systematic Review.’ Revista De
Educación 394. https://recyt.fecyt.es/index.php/Redu/article/view/90203.
Greenberg, M. T., J. L. Brown, and R. M. Abenavoli. 2016. ‘Teacher Stress and
Health Effects on Teachers, Students, and Schools.’ Issue Brief, Edna Ben-
nett Pierce Prevention Research Center, Pennsylvania State University, Uni-
versity Park, PA.
Guidetti, G., S. Viotti, P. Gil-Monte, and D. Converso. 2018. ‘Feeling Guilty or Not
Guilty. Identifying Burnout Profiles among Italian Teachers.’ Current Psy-
chology 37 (4): 769–780.
Herman, K. C., J. Hickmon-Rosa, and W. M. Reinke. 2018. ‘Empirically Derived
Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associ-
ated Student Outcomes.’ Journal of Positive Behavior Interventions 20 (2):
90–100.
Horgan, K., S. Howard, and F. Gardiner-Hyland. 2018. ‘Pre-service Teachers and
Stress During Microteaching: An Experimental Investigation of the Effec-
tiveness of Relaxation Training with Biofeedback on Psychological and
Physiological Indices of Stress.’ Applied Psychophysiology and Biofeedback
43 (3): 217–225.
Huyghebaert, T., N. Gillet, N. Beltou, F. Tellier, and E. Fouquereau. 2018. ‘Effects
of Workload on Teachers’ Functioning: A Moderated Mediation Model In-
cluding Sleeping Problems and Overcommitment.’ Stress and Health 34 (5):
601–611.
Jennings, P. A., J. L. Brown, J. L. Frank, S. Doyle, Y. Oh, R. Davis, D. Rasheed, A.
DeWeese, A. A. DeMauro, H. Cham, and M. T. Greenberg. 2017. ‘Impacts of
the CARE for Teachers Program on Teachers’ Social and Emotional Compe-
tence and Classroom Interactions.’ Journal of Educational Psychology 109
(7): 1010–1028.
Jeriček Klanšček, H., K. Hribar, and M. Bajt. 2017. Skrb za duševno zdravje tudi na
delovnem mestu. Ljubljana: Nacionalni inštitut za javno zdravje.
Kabat-Zinn, J. 2003. ‘Mindfulness-Based Interventions in Context: Past, Present,
and Future.’ Clinical Psychology: Science and Practice 10 (2): 144–156.
Kaplan, J. B., A. L. Bergman, M. Christopher, S. Bowen, and M. Hunsinger. 2017.
‘Role of Resilience in Mindfulness Training for First Responders.’ Mindful-
ness 8 (5): 1373–1380.
Korunka, C., S. Tement, C. Zdrehus, and A. Borza. 2010. ‘Burnout: Definition
Recognition and Prevention Approaches.’ BOIT. https://www
.bridgestoeurope.com/wp-content/uploads/2020/03/BOIT_theoretical
_abstract_2705.pdf.
27
