Mediator and moderator effect of resilience between self-efficacy and burnout amongst social and legal sciences faculty members

  1. Héctor Galindo Domínguez 1
  2. Maitane Pegalajar 2
  3. Juan de D. Uriarte Arciniega 2
  1. 1 Universidad de Deusto
    info

    Universidad de Deusto

    Bilbao, España

    ROR https://ror.org/00ne6sr39

  2. 2 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2020

Volumen: 25

Número: 2

Tipo: Artículo

DOI: 10.1016/J.PSICOD.2020.04.002 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

Se cree que una percepción positiva de uno mismo al desarrollar una tarea concreta permite tener un mejor posicionamiento para hacer frente a los retos surgidos en el ámbito profesional con mayor facilidad y optimismo, reduciendo consecuentemente, los niveles de burnout. El principal objetivo de esta investigación es verificar a través de un análisis de mediación y moderación si esta hipótesis, que conecta, autoeficacia, resiliencia y burnout, es cierta entre el profesorado universitario de ciencias sociales y legales. Para ello, 384 profesores participan en este estudio. De los resultados se observa cómo la resiliencia funciona como mediadora entre la autoeficacia y el burnout con la misma fuerza independientemente de las variables contextuales, pero no como moderadora. De igual modo, las correlaciones entre los tres constructos resultan significativas en todos los casos. Finalmente, se hallan diferencias significativas en el género y en el tipo de universidad. En vista de estos resultados, se discute su aplicabilidad teórica y práctica.

€ Ver financiación

Información de financiación

Los autores agradecen la ayuda y el feedback recibido por parte de los doctores Josu Solabarrieta y Juan-Jos? Igartua, y de Ane Triguero.

Financiadores

Referencias bibliográficas

  • Acton, R., y Glasgow, P. (2015). Teacher wellbeing in neoliberal contexts: A review of the literature. Australian Journal of Teacher Education, 40(8.), https://doi.org/10.14221/ajte.2015v40n8.6.
  • Akbar, A., y Akhtar, W. (2011). Faculty stress at higher education: a study on the business schools of Pakistan. International Scholarly and Scientific Research y Innovation, 5(1), 93–97.
  • Antoniou, A. S., Polychroni, F., y Vlachakis, A. N. (2006). Gender and age differences in occupational stress and professional burnout between primary and high school teachers in Greece. Journal of Managerial Psychology, 21(7), 682–690, https://doi.org/10.1108/02683940610690213.
  • Arvidsson, I., Håkansson, C., Karlson, B., Björk, J., y Persson, R. (2016). Burnout among Swedish school teachers a cross-sectional analysis. BMC Public Health, 16(1), 823, https://doi.org/10.1186/s12889-016-3498-7.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice Hall.
  • Bermejo, L., y Prieto, M. (2005). Malestar docente y creencias de autoeficacia del profesor. Revista Española de Pedagogía, 232, 493–510.
  • Betoret, F. D., y Artiga, A. G. (2010). Barriers perceived by teachers at work, coping strategies, self-efficacy and burnout. The Spanish Journal of Psychology, 13(2), 637–654, https://doi.org/10.1017/S1138741600002316.
  • Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we understimated the human capacity to thrive after extremely aversive events? American Psychologist, 59, 20–28, https://doi.org/10.1037/0003-066X.59.1.20.
  • Bong, M., y Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34(3), 139–153, https://doi.org/10.1207/s15326985ep3403 1.
  • Brown, C. G. (2012). A systematic review of the relationship between self-efficacy and burnout in teachers. Educational y Child Psychology, 29, 47–63.
  • Cezmi, A., Bozgeyik, Y., y Eser, I. (2014). A study on the relationship between teacher self-efficacy and burnout. European Journal of Educational Research, 3(4), 159–166, https://doi.org/10.12973/eu-jer.3.4.159.
  • Cooper, C., Dewe, P. J., y O’Driscoll, M. P. (2001). Organizational stress: A review and critique of theory, research and applications. California: Sage.
  • Egido, I., López-Martín, E., Manso, J., y Valle, J. M. (2018). Determining factors of teachers’ self-efficacy in countries of the European Union Results from TALIS 2013. Educación XX1, 21(2), 225–248, https://doi.org/10.5944/educxx1.15875.
  • Evers, W. J., Brouwers, A., y Tomic, W. (2002). Burnout and self-efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72, 227–243, https://doi.org/10.1348/000709902158865.
  • Fernández, M. (2008). Burnout, autoeficacia y estrés en maestros peruanos: tres estudios fácticos. Ciencia y Trabajo, 30(10), 120–125.
  • Fernández-Miranda, T. (2014). Factores relacionados con la actitud hacia el trabajo de los profesores y profesoras universitarios: implicaciones en su rol como docente (Tesis doctoral). Universidad Metropolitana,. Caracas.
  • Ferreira, A. I., y Martínez, L. F. (2012). Presenteeism and burnout among teachers in public and private Portuguese elementary schools. The International Journal of Human Resource Management, 23(20), 4380–4390, https://doi.org/10.1080/09585192.2012.667435.
  • Friedman, I. A. (2003). Self-efficacy and burnout in teaching: The importance of interpersonal-relations efficacy. Social Psychology of Education, 6(3), 191–215, https://doi.org/10.1023/A: 1024723124467.
  • García-Izquierdo, M., Meseguer, M., Ríos-Risquez, M. I., y Soler, M. I. (2017). Resilience as a moderator of psychological health in situations of chronic stress (burnout) in a sample of hospital nurses. Journal of Nursing Scholarship, 50(2), 228–236, https://doi.org/10.1111/jnu.12367.
  • George, D., y Mallery, M. (2010). SPSS for windows step by step: A simple guide and reference 17. 0 update (10th. Ed.). Boston: Pearson.
  • Gholami, L. (2015). Teacher self-efficacy and teacher burnout: A study of relations. International Letters of Social and Humanistic Sciences, 60, 83–86.
  • Gibbs, S., y Miller, A. (2014). Teacher’s resilience and well-being: A role for educational psychology. Teachers and Teaching: Theory and Practice, 20(5), 609–621.
  • Gil-Monte, P. R., y Peiró, J. M. (1999). Validez factorial del Maslach Burnout Inventory en una muestra multiocupacional. Psicothema, 11(3), 679–689.
  • Grajales, T. (2000). Estudio de validez factorial de Maslach Burnout Inventory versión española en una población de profesionales mexicanos. Montemorelos: University of Montemorelos.
  • Gu, Q., y Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22–44, https://doi.org/10.1080/01411926.2011.623152.
  • Gu, Q., y Day, C. (2007). Teacher’s resilience: A necessary condition for effectiveness. Teaching and Teacher Educations, 23, 1302–1316. Disponible en: https://doi.org/10.1016/j.tate.2006.06.006.
  • Gunzler, D., Chen, T., Wu, P., y Zhang, H. (2013). Introduction to mediation analysis with structural equation modelling. Shanghai Archives of Psychiatry, 25(6), 390–394.
  • Hayes, A. F. (2017). Introduction to mediation moderation and conditional process analysis: A regression-based approach. New York: Guildford Press.
  • Heiran, A., y Navidinia, H. (2015). Private and public EFL teachers’ level of burnout and its relationship with the emotional intelligence: A comparative study. International Journal of English Language and Translation Studies, 3(3), 1–10, https://doi.org/10.5281/zenodo.34378.
  • Hinkle, D. E., Wiersma, W., y Jurs, S. G. (2003). Applied statistics for the behavioral sciences (5th. ed.). Boston: Houghton Mifflin.
  • Holzberger, D., Philipp, A., y Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774–786, https://doi.org/10.1037/a0032198.
  • Hooper, D., Coughlan, J., y Mullen, M. R. (2008). Structural equation modelling: guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60.
  • Khani, R., y Mirzaee, A. (2015). How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context? Educational Psychology, 35(1), 93–109, https://doi.org/10.1080/01443410.2014.981510.
  • Kinman, G. (2010). Pressure points: A review of research on stressors and strains in UK academics. Educational Psychology, 21, 473–492, https://doi.org/10.1080/01443410120090849.
  • Kulavuz-Önal, D., y Tatar, S. (2017). Teacher burnout and participation in professional learning activities: Perspectives from university English language instructors in Turkey. Journal of Language and Linguistic Studies, 13(1), 283–303.
  • Kyriacou, C. (2010). Teacher stress: Directions for future research. Educational Research, 53(1), 27–35, https://doi.org/10.1080/00131910120033628.
  • Lai-Kuen, B. (2014). Stress, burnout and resilience of teachers of students with emotional behavioural challenges. SpringerPlus, 3(Suppl 1), O4, https://doi.org/10.1186/2193-1801-3-S1-O4.
  • Lackritz, J. R. (2004). Exploring burnout among university faculty: Incidence, performance, and demographic issues. Teaching and Teacher Education, 20(7), 713–729, https://doi.org/10.1016/j.tate.2004.07.002.
  • Ledesma, J. (2014). Conceptual frameworks and research models on resilience in leadership. SAGE Open, 4(3), 1–8, https://doi.org/10.1177/2158244014545464.
  • León-Rubio, J. M., Cantero, F. J., y León-Pérez, J. M. (2011). Diferencias del rol desempeñado por la autoeficacia en el burnout percibido por el personal universitario en función de las condiciones de trabajo. Anales de Psicología, 27(2), 518–526.
  • Makara-Studzińska, M., Golonka, K., y Izydorczyk, B. (2019). Self-efficacy as a moderator between stress and professional burnout in firefighters. International Journal of Environmental Research and Public Health, 16(2), 183.
  • Mäkikangas, A., y Kinnunen, U. (2003). Psychosocial work stressors and well-being: Self-esteem and optimism as moderators in a one-year longitudinal sample. Personality and Individual Differences, 35(3), 537–557, https://doi.org/10.1016/S0191-8869(02)00217-9.
  • Manzano-García, G., y Ayala, J. C. (2013). Psychometric properties of ConnorDavidson resilience scale in a Spanish sample of entrepreneurs. Psicothema, 25(2), 245–251.
  • Maslach, C., Schaufeli, W. B., y Leiter, M. P. (2001). Job Burnout. Annual Review of Psychology, 52, 397–422, https://doi.org/10.1146/annurev.psych.52.1.397.
  • Mena, L. (2010). El desgaste profesional en profesores universitarios: Un modelo predictivo (Doctoral dissertation). University of Granada, Granada: Spain.
  • Meseguer, M., Soler, M. I., y Fernández, M. M. (2017). El papel mediador de los recursos psicológicos, resiliencia y autoeficacia, y su relación con la salud autopercibida en situaciones de desempleo. En O. Urbina (Presidencia). III Congreso estatal de centros universitarios de relaciones laborales y ciencias del trabajo: Los retos ante el nuevo paradigma laboral. Congreso llevado a cabo en Zaragoza, España.
  • Olaz, F. O. (2003). Autoeficacia, diferencias de género y comportamiento vocacional. Revista Electrónica de Motivación y Emoción, 6(13), 86–92.
  • Olivares-Faúndez, V., y Villanta, M. (2015). Burnout y resiliencia en profesores universitarios. En: Godoy L. y Ansoleaga E. (coord) Un campo en tensión o tensión en un campo. Psicología de las organizaciones y del trabajo en Iberoamérica. pp. 307–319. Santiago de Chile: RiL editorial.
  • Otero-López, J. M., Santiago, M. J., y Castro, C. (2008). An integrating approach to the study of burnout in university professors. Psicothema, 20(4), 766–772.
  • Plamenova, N., Rodríguez, I., Tordera, N., y Abate, G. (2019). Self-efficacy and resilience: Mediating mechanisms in the relationship between the transformational leadership dimensions and well-being. Journal of Leadership y Organizational Studies, https://doi.org/10.1177/1548051819849002.
  • Prieto, L. (2002). El análisis de las creencias de autoeficacia: un avance hacia el desarrollo profesional del docente. Miscelánea Comillas: Revista de Ciencias Humanas y Sociales, 60(117), 591–612.
  • Prieto, L. (2007). Autoeficacia del profesor universitario: Eficacia percibida y práctica docente. Madrid: Narcea Ediciones.
  • Rees, C. S., Breen, L. J., Cusack, L., y Hgney, D. (2015). Understanding individual resilience in the workplace. Frontiers in Psychology, 6(73), 1–14, https://doi.org/10.3389/fpsyg.2015.00073.
  • Rees, C. S., Heritage, B., Osseiran-Moisson, R., Chamberlain, D., Cusack, L., Anderson, J., y . . .Hegney, D. G. (2016). Can we predict burnout among student nurses? An exploration of the ICWR-1 model of individual psychological resilience. Frontiers in Psychology, 7(1072), https://doi.org/10.3389/fpsyg.2016.01072.
  • Richards, K. A., Levesque-Bristol, C., Templin, T. J., y Graber, K. C. (2016). The impact of resilience on role stressors and burnout in elementary and secondary teachers. Social Psychology of Education: An International Journal, 19(3), 511–536, https://doi.org/10.1007/s11218-016-9346-x.
  • Sagone, E., y De Caroli, M. E. (2013). Relationships between resilience, self-efficacy, and thinking styles in Italian middle adolescents. Procedia Social and Behavioral Sciences, 92, 838–845, https://doi.org/10.1016/j.sbspro.2013.08.763.
  • Sagone, E., y De Caroli, M. E. (2016). Yes I can: psychological resilience and self-efficacy in adolescents. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology, 1(1), 141–148, https://doi.org/10.17060/ijodaep.2016.n1.v1.240.
  • Schwarzer, R., y Warner, L. M. (2013). Perceived self-efficacy and its relationship to resilience. En S. Prince-Embury y D. H. Saklofske (Eds.), Resilience in children, adolescents, and adults: Translating research into practice (pp. 139–150). New York: Springer.
  • Seisdedos, N. (1997). MBI. Inventario «Burnout» de Maslach: manual. Madrid: TEA. Skaalvik, E. M., y Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27, 1029–1038, https://doi.org/10.1016/j.tate.2011.04.001.
  • Smetackova, I. (2017). Self-efficacy and burnout syndrome among teachers. The European Journal of Social and Behavioural Sciences, 20(3), 2476–2488, https://doi.org/10.15405/ejsbs.219.
  • Southwick, S. M., Bonanno, G. A., Masten, A. S., Panter-Brick, C., y Yehuda, R. (2014). Resilience definitions, theory and challenges: Interdisciplinary perspectives. European Journal of Psychotraumatology, 5, 1–14, https://doi.org/10.3402/ejpt.v5.25338.
  • Treglown, L., Palaiou, K., Zarola, A., y Furnham, A. (2016). The dark side of resilience and burnout: A moderation-mediation model. Plos One, 11(6), https://doi.org/10.1371/journal.pone.0156279.
  • Tschannen-Moran, M., Woolfolk, A., y Hoy, W. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248, https://doi.org/10.3102/00346543068002202.
  • Ungar, M. (2004). A constructionist discourse on resilience. Youth y Society, 35, 341–365, https://doi.org/10.1177/0044118X03257030.
  • Valverde, O. (2011). Las creencias de autoeficacia en la práctica pedagógica del docente universitario de humanidades, ciencias sociales, educación y ciencias contables, económicas y administrativas. (Doctoral dissertation). University of Valencia, Valencia.
  • Ventura, M., Salanova, M., y Llorens, S. (2015). Professional self-efficacy as predictor of burnout and engagement: The role of challenge and hindrance demands. The Journal of Psychology, 149(3), 277–302, https://doi.org/10.1080/00223980.2013.876380.
  • Vercambre, M. N., Brosselin, P., Gilbert, F., Nerrière, E., y Kovess-Masféty, V. (2009). Individual and contextual covariates of burnout: A cross sectional nationwide study of French teachers. BMC Public Health, 9, 333, https://doi.org/10.1186/1471-2458-9-333.
  • Vicente, M. I., y Gabari, M. I. (2019). Burnout y factores de resiliencia en docentes de educación secundaria. International Journal of Sociology of Education, 8(2), 127–152, https://doi.org/10.17583/rise.2019.3
  • Watts, J., y Robertson, N. (2011). Burnout in university teaching staff: A systematic literature review. Educational Research, 53(1), 33–50, https://doi.org/10.1080/00131881.2011.552235.
Fuente de los datos: Dialnet