Well-Being and Coping Strategies in Educational Psychology

Topic Information

Dear Colleagues,

Studies now show that the academic and work environment can be one of the most stressful environments, affecting emotional health and psychological well-being. The degree to which people adapt to educational environments depends on their coping strategies for dealing with the adverse situations and minor annoyances of everyday life that occur within them. This Topic aims to invite submissions of unpublished empirical studies, theoretical reviews and descriptions of intervention programs dealing with coping and resilience, especially in areas such as health psychology, clinical psychology, school psychology, counseling psychology, developmental and educational psychology, etc. Examples of studies relevant to this Topic include those focusing on coping with everyday stressful situations in contexts such as academic and technological stress or stress related to the use of artificial intelligence, problems with peers, strategies used in the face of learning difficulties and educational needs, bullying in the educational context, gender identity discrimination, or burnout, among others. Likewise, studies focused on examining the relationships between stress coping strategies and other constructs such as happiness, mindfulness, life satisfaction, and well-being in different academic and socio-occupational settings are also welcome.

Dr. Francisco Manuel Morales Rodríguez
Dr. Juan Pedro Martínez-Ramón
Topic Editors

Keywords

Participating Journals

Journal Name	Impact Factor	CiteScore	Launched Year	First Decision (median)	APC
Behavioral Sciences behavsci	3.2	4.1	2011	27.7 Days	CHF 2400	Submit
Education Sciences education	3.5	6.2	2011	24.8 Days	CHF 2000	Submit
European Journal of Investigation in Health, Psychology and Education ejihpe	3.7	5.1	2011	27 Days	CHF 1600	Submit
Social Sciences socsci	2.0	3.5	2012	30.3 Days	CHF 1800	Submit
Sustainability sustainability	4.1	8.9	2009	16.9 Days	CHF 2400	Submit

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Published Papers (22 papers)

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25 pages, 936 KB  

Open AccessArticle

Sustainable HRM in Educational Institutions: The Association Between Perceived Consistency and Lower Emotional Exhaustion

by Tayssir Mourtada, Sibelle Freiha and Mohammad Makki

Educ. Sci. 2026, 16(9), 1547; https://doi.org/10.3390/educsci16091547 (registering DOI) - 19 Sep 2026

Abstract

Aligned with the 2030 Agenda for Sustainable Development, this study examines an organizational process relevant to Sustainable Human Resource Management (SHRM) by investigating the association between perceived HRM system consistency and educator emotional exhaustion. Addressing the critical knowledge gap regarding organizational-level determinants of [...] Read more.

Aligned with the 2030 Agenda for Sustainable Development, this study examines an organizational process relevant to Sustainable Human Resource Management (SHRM) by investigating the association between perceived HRM system consistency and educator emotional exhaustion. Addressing the critical knowledge gap regarding organizational-level determinants of teacher well-being and moving beyond traditional ‘instrumentalist’ models that often prioritize institutional performance at the expense of human health, this study examines the association between perceived consistency (the stability and compatibility of organizational signals) and lower educator emotional exhaustion. Utilizing a cross-sectional survey of 254 educators in Lebanon (2024–2025), a structural equation modeling (SEM) approach was employed to test the relationships between workload, HRM consistency, and burnout. Results indicate that while workload is positively associated with the health impairment process (β = 0.48, p < 0.001), perceived HRM consistency was associated with lower emotional exhaustion (β = −0.28, p < 0.001). Crucially, a significant negative interaction effect (β = −0.19, p < 0.001) was observed, demonstrating that perceived consistency of the HRM system is associated with an attenuation of the positive relationship between workload and emotional exhaustion. The final moderated model explained 43% of the variance in emotional exhaustion. These findings suggest that perceived HRM system consistency may represent an organizational characteristic of interest within Sustainable HRM research, highlighting the broader, indirect relevance of these findings for discussions surrounding SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 8 (Decent Work). Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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23 pages, 586 KB  

Open AccessArticle

When Work Overload Cuts Both Ways: Job Crafting, Emotional Exhaustion, and the Role of Self-Efficacy in Rural Teachers’ Subjective Well-Being

by Zicheng Wang, Sizhen Chen, Huiting Liu and Tianfeng Li

Behav. Sci. 2026, 16(9), 1684; https://doi.org/10.3390/bs16091684 (registering DOI) - 18 Sep 2026

Abstract

Rural teachers often face work overload arising from demanding teaching responsibilities and extensive non-teaching duties, which may be closely associated with their subjective well-being. However, prior research has largely adopted a single-effect perspective, paying insufficient attention to the potentially competing mechanisms linking work [...] Read more.

Rural teachers often face work overload arising from demanding teaching responsibilities and extensive non-teaching duties, which may be closely associated with their subjective well-being. However, prior research has largely adopted a single-effect perspective, paying insufficient attention to the potentially competing mechanisms linking work overload to well-being. Drawing on cognitive appraisal theory of stress, this study develops a moderated parallel mediation model to examine the dual pathways through which work overload is associated with rural teachers’ subjective well-being. Survey data were collected from 639 rural primary and secondary school teachers across 12 provincial-level regions in western China. The proposed model was tested using confirmatory factor analysis, hierarchical regression, and bootstrapping. The results indicate that work overload is positively associated with subjective well-being through job crafting, but negatively associated with subjective well-being through emotional exhaustion. Self-efficacy strengthens the positive association between work overload and job crafting while weakening the positive relationship between work overload and emotional exhaustion. Moreover, self-efficacy moderates both indirect associations, amplifying the beneficial pathway through job crafting and attenuating the detrimental pathway through emotional exhaustion. These findings reveal two distinct mechanisms linking work overload to rural teachers’ subjective well-being and extend research on occupational stress by identifying self-efficacy as an important boundary condition. The study also provides practical implications for educational authorities seeking to optimize workload arrangements and develop targeted support and incentive mechanisms for rural teachers. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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16 pages, 833 KB  

Open AccessArticle

When Future Focus Hinders Rest: Temporal Focus, Perceived Involution, and Rest Intolerance Among Chinese University Students

by Kexin Huang, Jiaqin Yang and Chunlei Liu

Behav. Sci. 2026, 16(9), 1582; https://doi.org/10.3390/bs16091582 - 7 Sep 2026

Viewed by 274

Abstract

Rest intolerance—the difficulty of truly relaxing during rest, accompanied by guilt and anxiety—is increasingly prevalent among university students, yet its attentional antecedents remain poorly understood. Drawing on motivational conflict theory, this research examined temporal focus as a correlate of rest intolerance and perceived [...] Read more.

Rest intolerance—the difficulty of truly relaxing during rest, accompanied by guilt and anxiety—is increasingly prevalent among university students, yet its attentional antecedents remain poorly understood. Drawing on motivational conflict theory, this research examined temporal focus as a correlate of rest intolerance and perceived involution as a boundary condition. Study 1, a cross-sectional survey of 290 Chinese university students, found that trait future temporal focus was positively associated with rest intolerance, whereas present temporal focus was negatively associated with it, with perceived involution moderating both associations. An exploratory latent profile analysis identified three profiles—balanced (80.7%), future-focused (10.7%), and present-focused (8.6%)—with the future-focused profile showing the highest rest intolerance. Study 2, a 2 (temporal focus: future vs. present) × 2 (perceived involution: high vs. low) experiment with 131 participants, found that induced future focus was related to higher reported rest intolerance than induced present focus, particularly under low involution; under high involution, this difference was reduced. These findings identify temporal focus as a systematic attentional factor relevant to rest intolerance and suggest the potential applicability of motivational conflict theory to the rest domain. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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16 pages, 391 KB  

Open AccessArticle

Modeling the Interplay Between Perceived Teacher Confirmation, L2 Grit and Well-Being Among Chinese EFL Students

by Xiaojing Hu, Jingke Xu and Haizi Wang

Behav. Sci. 2026, 16(8), 1397; https://doi.org/10.3390/bs16081397 - 14 Aug 2026

Viewed by 387

Abstract

Studies on language-learning psychology demonstrate that perceived teacher confirmation may contribute to student motivation, grit and engagement. However, little attention has been paid to investigating the role of perceived teacher confirmation in language learners’ well-being, including those who learn English as a foreign [...] Read more.

Studies on language-learning psychology demonstrate that perceived teacher confirmation may contribute to student motivation, grit and engagement. However, little attention has been paid to investigating the role of perceived teacher confirmation in language learners’ well-being, including those who learn English as a foreign language. Moreover, the potential working mechanism between perceived teacher confirmation and student well-being remains unsolved. In order to address these gaps, the current study aimed to investigate to what extent teacher confirmation may contribute to EFL learners’ sense of well-being via the mediating role of L2 grit. A total of 440 Chinese college-level EFL learners were recruited through convenience sampling to complete an online composite questionnaire. Pearson correlation and structural equation modeling were employed for statistical analyses. The results were as follows: (1) teacher confirmation was positively associated with Chinese EFL learners’ well-being; (2) L2 grit mediated the relationship between perceived teacher confirmation and EFL learners’ well-being. The research findings reveal that the employment of teacher confirmation behaviors in EFL settings may help to develop learners’ perseverance and sustain their interest in learning a language and, in turn, enhance their sense of well-being. Drawing on the findings, pedagogical implications were systematically discussed. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

19 pages, 531 KB  

Open AccessArticle

Academic Burden and Adolescent Mental Health Under China’s “Double Reduction” Policy: The Composite Associative Pathways of Perceived Stress and Self-Efficacy

by Jingcheng Sun, Bairen Ding and Yu Yang

Sustainability 2026, 18(15), 7950; https://doi.org/10.3390/su18157950 - 5 Aug 2026

Viewed by 559

Abstract

Background and aims: Adolescent mental health is a core component of Goal 3 “Good Health and Well-being” in the SDGs. This study explores the relationship between academic burden and adolescent mental health under China’s “Double Reduction” policy, as well as the roles of [...] Read more.

Background and aims: Adolescent mental health is a core component of Goal 3 “Good Health and Well-being” in the SDGs. This study explores the relationship between academic burden and adolescent mental health under China’s “Double Reduction” policy, as well as the roles of perceived stress and self-efficacy in this relationship. Method: Using the purposive sampling method, 842 samples of junior high school students in Nantong City, Jiangsu Province, China, were effectively collected. Statistical analyses included a common method bias test, correlation analysis, multiple linear regression and the Bootstrap method. Results: Studies have shown that under the “Double Reduction” policy, there are pairwise correlations between academic burden, perceived stress, self-efficacy and adolescent mental health. After controlling for sociodemographic characteristic covariates, academic burden remained significantly negatively correlated with adolescent mental health (β = −0.277, p < 0.001), and the negative correlation degree between in-school academic burden and mental health (β = −0.295, p < 0.001) was greater than that of out-of-school academic burden (β = −0.070, p < 0.05). Furthermore, perceived stress and self-efficacy exhibited a composite correlational linkage pattern within this relationship—simultaneously encompassing both parallel and serial multiple associative pathways. Conclusion: Under the “Double Reduction” policy, academic burden and Chinese adolescents’ mental health show a significant negative association, with perceived stress and self-efficacy acting as key bridges. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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20 pages, 624 KB  

Open AccessArticle

Human–Machine Collaboration Depth and Teacher Burnout: A Dual-Path Moderated Mediation Model of Empowerment and Depletion

by Xiaoyu Guo, Man Li and Xin Zhao

Behav. Sci. 2026, 16(8), 1324; https://doi.org/10.3390/bs16081324 - 3 Aug 2026

Viewed by 419

Abstract

This study investigates how human–machine collaboration depth is associated with teacher burnout during educational digital transformation. Grounded in Conservation of Resources theory, cross-sectional survey data from 489 Chinese university teachers were analyzed using structural equation modeling and conditional process analysis. Results indicated that [...] Read more.

This study investigates how human–machine collaboration depth is associated with teacher burnout during educational digital transformation. Grounded in Conservation of Resources theory, cross-sectional survey data from 489 Chinese university teachers were analyzed using structural equation modeling and conditional process analysis. Results indicated that human–machine collaboration depth was negatively associated with teacher burnout, mediated in parallel by digital burden and teacher agency. Within the present sample, the indirect inverse association via teacher agency was numerically larger in magnitude than the positive association via digital burden. Furthermore, perceived algorithmic control acted as a boundary condition. High levels of perceived algorithmic control strengthened the link to digital burden and weakened the protective role of teacher agency. Although the cross-sectional design precludes definitive causal inferences, this study advances a competitive integration perspective of technology use. The findings extend algorithmic management theory to higher education, indicating that mitigating occupational strain requires governance frameworks that prioritize professional autonomy over rigid algorithmic surveillance. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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19 pages, 531 KB  

Open AccessArticle

Academic Stress and Mental Health Challenges Among International Students in China

by Dongxia Zeng, Asim Zubair and Haijun Dong

Behav. Sci. 2026, 16(7), 1212; https://doi.org/10.3390/bs16071212 - 17 Jul 2026

Viewed by 644

Abstract

International students in China frequently encounter academic and acculturative challenges that adversely affect their psychological wellbeing. However, limited research has integrated quantitative and qualitative evidence to comprehensively examine the determinants of stress, anxiety, and depression among this population. This study investigated the effects [...] Read more.

International students in China frequently encounter academic and acculturative challenges that adversely affect their psychological wellbeing. However, limited research has integrated quantitative and qualitative evidence to comprehensively examine the determinants of stress, anxiety, and depression among this population. This study investigated the effects of academic and acculturative stressors on the mental health of international students and explored their coping experiences and perceptions of institutional support. An explanatory sequential mixed-methods technique was employed. Quantitative data were collected from 500 international students enrolled at four universities in Changsha, China, followed by semi structured interviews with 10 participants. Confirmatory factor analysis demonstrated satisfactory construct validity (CFI = 0.93, TLI = 0.92, RMSEA = 0.052, SRMR = 0.047). Hierarchical regression and thematic analysis were used to analyze the quantitative and qualitative data, respectively. Academic workload emerged as the strongest predictor of psychological distress, significantly predicting stress (β = 0.37, p < 0.001), anxiety (β = 0.34, p = 0.001), and depression (β = 0.31, p = 0.003). Language barriers and social isolation were also significantly associated with poorer mental health outcomes. Qualitative findings further revealed that research and publication pressures, cultural adjustment difficulties, and inadequate institutional support intensified students’ psychological distress, whereas academic mentoring and peer support enhanced coping and resilience. Strengthening culturally responsive counseling, language support, academic mentoring, and social integration programs can substantially improve international students’ mental wellbeing and academic success. These findings provide practical evidence for developing inclusive university support policies in China. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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20 pages, 2954 KB  

Open AccessArticle

Revaluating the Dimensionality of Academic Engagement: A Bifactor Analysis of the UWES in Higher Education

by Alejandro Vega-Muñoz, Beatriz Sora, Joan Boada-Grau, David Chavez-Herting and Natalia Salas-Guzmán

Behav. Sci. 2026, 16(7), 1045; https://doi.org/10.3390/bs16071045 - 23 Jun 2026

Viewed by 335

Abstract

The factor structure of the Utrecht Work Engagement Scale (UWES) has been debated, with studies alternately supporting unidimensional and three-factor solutions. This inconsistency may reflect a methodological limitation: conventional confirmatory factor analysis (CFA) cannot always separate general from dimension-specific variance, producing similar fit [...] Read more.

The factor structure of the Utrecht Work Engagement Scale (UWES) has been debated, with studies alternately supporting unidimensional and three-factor solutions. This inconsistency may reflect a methodological limitation: conventional confirmatory factor analysis (CFA) cannot always separate general from dimension-specific variance, producing similar fit indices across competing models when a dominant general factor is present. We examined the dimensionality of the UWES-17 and UWES-9 in a sample of 755 Chilean university students, comparing unidimensional, three-factor, second-order, and bifactor models using weighted least squares mean and variance adjusted (WLSMV) estimation appropriate for ordinal data. Bifactor indices, explained common variance (ECV), percent of uncontaminated correlations (PUC), and hierarchical omega (ω_h), were computed to evaluate essential unidimensionality. Results indicated that a general engagement factor explained approximately 85% of common item variance in both versions (ECV ≈ 0.85; ω_h > 0.90), while specific factors for vigor, dedication, and absorption retained negligible reliable variance, particularly absorption (ω_h ≈ 0.00). Measurement invariance by sex was supported for the UWES-9 at the metric level, whereas classical UWES-17 solutions showed instability, including factor collapse and non-convergence of the second-order model. Taken together, findings suggest that the apparent multidimensionality of the UWES may be, at least partly, an artifact of conventional CFA modeling rather than a substantive property of the construct in this student sample. For applied monitoring of student well-being, the UWES-9 total score appears to be the most pragmatic and psychometrically defensible approach for assessing general academic engagement in this Chilean university sample, while institutional well-being monitoring would ideally be further supported by criterion-related, predictive, and sensitivity-to-change evidence. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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18 pages, 497 KB  

Open AccessFeature PaperArticle

Perceived Academic Support and Mental Well-Being Among Vocational Education and Training (TVET) Trainees in Kenya: The Mediating Role of Academic Resilience

by Naomi Odira Owuor and Bettina F. Piko

Eur. J. Investig. Health Psychol. Educ. 2026, 16(6), 74; https://doi.org/10.3390/ejihpe16060074 - 25 May 2026

Viewed by 1070

Abstract

Mental well-being has been considered a fundamental contributor to overall academic success and psychological stability. Based on the Transactional Theory of Stress and Coping, this study examined the mediating role of academic resilience in the relationship between perceived academic support and mental well-being [...] Read more.

Mental well-being has been considered a fundamental contributor to overall academic success and psychological stability. Based on the Transactional Theory of Stress and Coping, this study examined the mediating role of academic resilience in the relationship between perceived academic support and mental well-being of Kenyan TVET trainees. A quantitative cross-sectional design was employed, with a sample of 1933 trainees (M_age = 22.87 years; 57.7% male) from 239 public TVET institutions in Kenya. The following measures were administered: Perceived Academic Support Questionnaire, Academic Resilience Scale, and the Short Warwick–Edinburgh Mental Well-Being Scale. Correlation analysis demonstrated that perceived academic support showed a strong positive association with mental well-being, whereas academic resilience indicated a moderate association. Consistent with the hypothesized model, parallel mediation analysis indicated that academic resilience partially mediated the relationship between academic support and mental well-being. The indirect effects observed across resilience dimensions indicated that emotional response was the dominant mediating pathway, while perseverance showed a small positive indirect effect, and adaptive help-seeking demonstrated a small but significant negative indirect effect. These findings contribute to the growing but limited literature on well-being in vocational training and suggest that while academic resilience serves as a key mediating mechanism, perceived academic support may also function as a direct protective factor, underscoring the importance of embedding structured emotional coping support within TVET academic environments. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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23 pages, 366 KB  

Open AccessArticle

Relationships Between Problematic Internet Use, Physical Activity, and Mental Health in University Students

by María Carmen Martínez-Murciano, Miriam Catalina González-Afonso, Eva Ariño-Mateo and David Pérez-Jorge

Educ. Sci. 2026, 16(4), 641; https://doi.org/10.3390/educsci16040641 - 17 Apr 2026

Viewed by 1193

Abstract

This study examined associations between problematic Internet use, video game addiction, physical activity, perceived physical fitness, and psychological distress in pre-service teachers. A cross-sectional survey was completed by 404 education students from the University of La Laguna using validated measures (CERI, Vela Test, [...] Read more.

This study examined associations between problematic Internet use, video game addiction, physical activity, perceived physical fitness, and psychological distress in pre-service teachers. A cross-sectional survey was completed by 404 education students from the University of La Laguna using validated measures (CERI, Vela Test, IPAQ-short, IFIS, GHQ-28). Descriptive, correlational, group-comparison, and binary logistic regression analyses were conducted. The prevalence of video game addiction was low (4%), and problematic Internet use was rare (1%), although 25.3% showed moderate-risk Internet use. Within the small group of students with video game addiction, male students showed relatively higher risk scores; however, this was not significantly associated with physical or emotional well-being. Problematic Internet use was positively associated with psychological distress (r = 0.267, p < 0.001) and poorer physical health indicators. Perceived physical fitness was inversely associated with distress (r = −0.248, p < 0.001) and, together with problematic Internet use, emerged as the strongest predictors with clinically relevant distress (GHQ ≥ 13) in the logistic model. A focus group (n = 4) provided exploratory qualitative insights into participants’ perceptions of digital behaviours, particularly regarding perceived loss of control and its potential associations with academic, physical, and emotional well-being. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

14 pages, 425 KB  

Open AccessArticle

Associations Between Coping Strategies and Gambling Disorders in University Students: An Exploratory Neural Network Study

by José Miguel Giménez-Lozano, Francisco Manuel Morales-Rodríguez and Juan Pedro Martínez-Ramón

Behav. Sci. 2026, 16(4), 564; https://doi.org/10.3390/bs16040564 - 9 Apr 2026

Cited by 1 | Viewed by 961

Abstract

Background: Gambling disorders are an escalating public health issue, with notable increases across age groups, particularly among adolescents and young adults. This study examines the role of coping strategies in gambling behaviors among university students aged 17–48 years and explores the prediction potential [...] Read more.

Background: Gambling disorders are an escalating public health issue, with notable increases across age groups, particularly among adolescents and young adults. This study examines the role of coping strategies in gambling behaviors among university students aged 17–48 years and explores the prediction potential of artificial neural networks. Methods: The sample included 218 participants (M = 21.89, SD = 5.57). Results: A multilayer perceptron neural network was implemented to classify gambling risk based on coping strategies. Significant correlations between specific coping strategies and higher levels of gambling disorders were revealed. The neural network model demonstrated an 85% accuracy in predicting gambling risk, with the most influential factors identified as autonomy, negative urgency, gender, denial, and lack of perseverance. Conclusions: These findings highlight the effectiveness of neural networks in identifying individuals most at risk for GDs. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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19 pages, 603 KB  

Open AccessArticle

Predicting Educator Burnout and Motivation in Educational Settings: Workload as a Job Demand, Organizational Justice as a Resource, and the Moderating Role of Intrinsic Motivation

by Tayssir Ihssan Mourtada, Amira Daouk, Najib Bou Zakhem, Suha Ali Tahan, Ghada Kalakesh and Jean Elia

Educ. Sci. 2026, 16(3), 435; https://doi.org/10.3390/educsci16030435 - 13 Mar 2026

Viewed by 1587

Abstract

Educator well-being has become a critical concern in educational psychology, particularly under conditions of sustained job demands. This study, grounded in the JD–R model, examines how workload (job demand) and organizational justice (job resource) shape emotional exhaustion and intrinsic motivation, addressing a key [...] Read more.

Educator well-being has become a critical concern in educational psychology, particularly under conditions of sustained job demands. This study, grounded in the JD–R model, examines how workload (job demand) and organizational justice (job resource) shape emotional exhaustion and intrinsic motivation, addressing a key gap in the literature regarding the underdeveloped role of intrinsic motivation as a personal resource capable of buffering the negative effects of chronic stressors. Using a cross-sectional survey of 254 educators in Lebanon, data were analyzed using Structural Equation Modeling (SEM). Results supported the JD–R dual pathways: workload was positively associated with emotional exhaustion, whereas organizational justice was positively associated with intrinsic motivation. Crucially, by confirming its function as a buffer, intrinsic motivation significantly moderated the workload–exhaustion relationship, clarifying the ‘motivation paradox’ in this context by weakening the adverse impact of high workload on burnout. These findings extend the JD–R model by empirically demonstrating a resilience mechanism through which personal motivation mitigates strain. The study underscores the importance of organizational justice in cultivating intrinsic motivation and highlights the need for systemic, resource-oriented interventions to promote sustainable educator well-being in demanding educational contexts. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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19 pages, 313 KB  

Open AccessArticle

Multidimensional Aspects of Teachers’ Well-Being Imbalance During Remote Teaching

by Sérgio Lousada, Dainora Jankauskienė, Akvilė Virbalienė and Aurelija Šiurienė

Educ. Sci. 2026, 16(2), 266; https://doi.org/10.3390/educsci16020266 - 8 Feb 2026

Cited by 2 | Viewed by 1163

Abstract

Remote and hybrid teaching have become enduring features of European higher education, yet their implications for teachers’ well-being are often examined in fragmented ways. This study investigated a systemic imbalance across five interdependent domains—physical, emotional, cognitive, social, and existential well-being—among Lithuanian higher education [...] Read more.

Remote and hybrid teaching have become enduring features of European higher education, yet their implications for teachers’ well-being are often examined in fragmented ways. This study investigated a systemic imbalance across five interdependent domains—physical, emotional, cognitive, social, and existential well-being—among Lithuanian higher education teachers, interpreted through the Job Demands–Resources framework and Self-Determination Theory. Using a mixed-methods design, data were collected from 385 teachers via a structured online questionnaire that included demographic variables, 10-point imbalance ratings across the five domains, and open-ended questions. Quantitative analyses (descriptive statistics and correlational pattern exploration) were complemented by thematic analysis of teachers’ narratives. Results indicate a widespread multidimensional disruption: elevated stress and emotional exhaustion, substantial physical strain associated with inadequate home workspaces, cognitive overload linked to multi-platform teaching, reduced collegial connection, blurred work–life boundaries, and challenges to professional meaning. Strain was unevenly distributed, with higher vulnerability associated with gender and caregiving demands, early-career status, limited ergonomic conditions, and weak institutional support. The findings support a systemic interpretation in which intensified demands, reduced resources, and frustrated psychological needs jointly drive well-being imbalance. Sustainable remote/hybrid teaching therefore requires institution-level measures (workload regulation, training, ergonomic support, and boundary-setting policies) rather than reliance on individual coping alone. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

21 pages, 1133 KB  

Open AccessArticle

How Kindergarten Principals’ Caring Leadership Shapes Teachers’ Work Passion: The Sequential Mediating Roles of Teacher Trust and Teacher Buoyancy

by Xin Qi and Mankeun Yoon

Sustainability 2026, 18(3), 1573; https://doi.org/10.3390/su18031573 - 4 Feb 2026

Cited by 1 | Viewed by 1056

Abstract

Against the backdrop of China’s national initiatives to strengthen the teaching workforce, fostering teachers’ work passion is essential not only for enhancing professional well-being but also for improving educational quality. This study examines how kindergarten principals’ caring leadership influences teachers’ work passion by [...] Read more.

Against the backdrop of China’s national initiatives to strengthen the teaching workforce, fostering teachers’ work passion is essential not only for enhancing professional well-being but also for improving educational quality. This study examines how kindergarten principals’ caring leadership influences teachers’ work passion by testing the sequential mediating roles of teacher trust and teacher buoyancy. Using an independent quota sampling strategy, survey data were collected from 395 kindergarten teachers across China. The results indicate that principals’ caring leadership positively influences teachers’ work passion, but this effect is entirely indirect, operating through teacher trust, teacher buoyancy, and their sequential mediation, thereby confirming the “second-order effect” mechanism of leadership. Further mediation analyses reveal that the independent mediating effect of teacher trust (72.47%) is substantially stronger than that of teacher buoyancy (15.15%), while the sequential mediation pathway from teacher trust to teacher buoyancy accounts for 11.73% of the total effect. Overall, this study advances understanding of psychological mechanisms linking caring leadership to teachers’ passion and offers actionable insights for kindergarten principals seeking to refine leadership practices and foster sustained teacher engagement and enthusiasm. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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14 pages, 734 KB  

Open AccessArticle

How Stress Mindset Mitigates Burnout: The Role of Hope in Work–Family Conflict Among Chinese Teachers

by Qianfeng Li, Bohan Li, Caner Zhao and Shaobei Xiao

Behav. Sci. 2026, 16(2), 186; https://doi.org/10.3390/bs16020186 - 27 Jan 2026

Viewed by 769

Abstract

Teacher burnout is a pressing global issue with significant implications for educational quality. Although work–family conflict (WFC) is a well-documented cause of teacher burnout, the psychological mechanisms underlying this relationship remain insufficiently understood and warrant examination through the lens of individual resources and [...] Read more.

Teacher burnout is a pressing global issue with significant implications for educational quality. Although work–family conflict (WFC) is a well-documented cause of teacher burnout, the psychological mechanisms underlying this relationship remain insufficiently understood and warrant examination through the lens of individual resources and positive psychology. This study investigated the relationship between work–family conflict (WFC) and burnout among Chinese elementary and middle school teachers, with a specific focus on the mediating and moderating roles of hope and a stress-is-enhancing mindset. Data were collected from 452 teachers (including 355 females) using well-validated scales. The results revealed that: (1) WFC was found to be directly and positively associated with burnout, as well as indirectly associated through the mediating role of hope. (2) A stress-is-enhancing mindset moderates the negative association between WFC and hope. Specifically, the negative association between WFC and hope was significantly weaker among teachers with a high level of this mindset compared to those with a low level. These findings suggest that fostering hope and cultivating a stress-is-enhancing mindset can mitigate burnout risk, pointing to a viable pathway for promoting occupational well-being by developing teachers’ psychological resources. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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18 pages, 596 KB  

Open AccessReview

Navigating the Paradox of Creativity: Pathways to Fostering Talent and Innovation

by Lin Huang, Yan Sun, Chenchen Zhang, Yong Shao, Yuan Yuan and Wangbing Shen

Behav. Sci. 2026, 16(1), 129; https://doi.org/10.3390/bs16010129 - 16 Jan 2026

Cited by 1 | Viewed by 2270

Abstract

Creativity serves as a fundamental driver of human learning, personal development, and societal progress. This study synthesizes recent empirical and theoretical advances in educational psychology and creativity neuroscience to characterize the paradoxical nature of creative processes. We conceptualize creativity through three interdependent dimensions—novelty [...] Read more.

Creativity serves as a fundamental driver of human learning, personal development, and societal progress. This study synthesizes recent empirical and theoretical advances in educational psychology and creativity neuroscience to characterize the paradoxical nature of creative processes. We conceptualize creativity through three interdependent dimensions—novelty with usefulness, persistence alongside flexibility, and divergence in convergence—illuminating both its cognitive architecture and neurophysiological dynamics. By integrating evidence across levels, we bridge individual cognitive mechanisms with group dynamics and cultural contexts to propose actionable strategies for cultivating creativity. These findings offer critical insights into how these dimensions operate synergistically, informing the design of educational and applied interventions that promote sustained, adaptive creative development. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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20 pages, 626 KB  

Open AccessArticle

Eco-Anxiety in Higher Education Professionals: Psychological Impacts, Institutional Trust, and Policy Implications

by Sarah Louise Steele

Eur. J. Investig. Health Psychol. Educ. 2026, 16(1), 6; https://doi.org/10.3390/ejihpe16010006 - 29 Dec 2025

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Abstract

Eco-anxiety—emotional distress arising from awareness of environmental collapse—has become a critical dimension of social sustainability, linking mental well-being, professional functioning, institutional trust, and climate governance. This study investigates how higher education professionals (HEPs) experience and interpret eco-anxiety within their professional contexts, situating it [...] Read more.

Eco-anxiety—emotional distress arising from awareness of environmental collapse—has become a critical dimension of social sustainability, linking mental well-being, professional functioning, institutional trust, and climate governance. This study investigates how higher education professionals (HEPs) experience and interpret eco-anxiety within their professional contexts, situating it as a lens on institutional legitimacy from the perspective of those who produce, teach, and steward climate knowledge. A cross-sectional mixed-methods survey of 556 HEPs was conducted across a month in 2023, combining an adapted climate anxiety scale with open-ended narratives. Quantitative analyses identified perceived governmental inadequacy as the strongest correlate of climate worry (β = 0.48, p < 0.001), accounting for 26% of the variance, whereas institutional inadequacy had a weaker effect. Qualitative findings revealed pervasive emotions of moral injury, solastalgia, and exhaustion when sustainability rhetoric outpaced genuine action, with many respondents describing governmental and institutional “betrayal.” Integrating Cognitive Appraisal Theory with concepts of moral legitimacy, the study conceptualises eco-anxiety as a relational and ethically grounded emotion reflecting the perceived misalignment between knowledge and governance. Addressing it requires transparent climate leadership, participatory governance, and organisational care infrastructures to sustain motivation and trust within universities. Eco-anxiety thus may function not only as a personal pathology but also as a psychosocial response that can illuminate HEPs’ perceptions of institutional misalignment with sustainability commitments, with implications for higher education’s contribution to the Sustainable Development Goals. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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19 pages, 500 KB  

Open AccessArticle

The Impact of Basic Psychological Needs Satisfaction on University Teachers’ Work Engagement in the Context of Education for Sustainable Development: A Chain Mediation Model

by Xiaohan Zhang and Mankeun Yoon

Sustainability 2025, 17(24), 11140; https://doi.org/10.3390/su172411140 - 12 Dec 2025

Cited by 2 | Viewed by 1696

Abstract

University teachers are key contributors to achieving the objectives of Education for Sustainable Development (ESD), and their work engagement directly influences teaching quality, research productivity, and student development. However, the role of teachers’ internal resources in promoting work engagement has received limited empirical [...] Read more.

University teachers are key contributors to achieving the objectives of Education for Sustainable Development (ESD), and their work engagement directly influences teaching quality, research productivity, and student development. However, the role of teachers’ internal resources in promoting work engagement has received limited empirical attention, particularly in Eastern cultural contexts. Based on the Job Demands–Resources (JD-R) model, this study examines how the satisfaction of basic psychological needs affects university teachers’ work engagement, with organizational identification and job satisfaction serving as potential mediators. A total of 483 participants completed the survey, and data were analyzed using mediation analysis. Results indicated that basic psychological need satisfaction was positively associated with teachers’ work engagement. Furthermore, organizational identification and job satisfaction both mediated this relationship, individually and sequentially, thereby enhancing teachers’ engagement through a chain mediation mechanism. These findings shed light on the psychological processes underlying university teachers’ work engagement and provide theoretical and practical implications for fostering sustained motivation and proactive participation in ESD-related teaching and research. This study also contributes to extending the application of the JD-R model in higher education settings. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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20 pages, 371 KB  

Open AccessArticle

Exploring the Dimensionality of the Perceived Cost of Learning High School Mathematics

by Saule Raiziene, Lauryna Rakickiene and Dovile Butkiene

Eur. J. Investig. Health Psychol. Educ. 2025, 15(12), 240; https://doi.org/10.3390/ejihpe15120240 - 26 Nov 2025

Cited by 1 | Viewed by 1568

Abstract

The concept of cost, defined as the perceived negative consequences of engaging in a task, is an important yet understudied component of the expectancy–value theory of student motivation. In this study, we examined the multidimensional cost structure in mathematics learning, focusing on four [...] Read more.

The concept of cost, defined as the perceived negative consequences of engaging in a task, is an important yet understudied component of the expectancy–value theory of student motivation. In this study, we examined the multidimensional cost structure in mathematics learning, focusing on four facets proposed in recent research: effort, opportunity, emotional, and ego costs. Participants consisted of 1483 ninth-grade students from 24 public schools in Lithuania (56.04% girls; M = 14.88 years). Students completed a questionnaire developed to assess the four cost dimensions, along with measures of their intentions to pursue mathematics, procrastination, and negative classroom emotions; academic achievement data were obtained from school records. Using a split-sample design, we used exploratory and confirmatory factor analyses to test alternative structural representations of cost. A comparison of correlated-factor, higher-order, and bifactor models indicated that the correlated-factor ESEM model best fitted the data, supporting the specificity of the four distinct cost dimensions. Specific associations of each cost dimension with study outcomes further supported this differentiation, with ego cost most notably diverging from the other three cost dimensions. The results confirm the distinct nature of the four cost dimensions and underscore the importance of examining their separate roles in students’ mathematics learning, contributing to the existing evidence from a comparatively understudied cultural context. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

16 pages, 656 KB  

Open AccessArticle

The Roles of Teachers and Contextual and Motivational Factors in Young Learners’ Motivation: A Structural Equation Modelling (SEM) Approach

by Mai Sri Lena and Marianne Nikolov

Educ. Sci. 2025, 15(10), 1388; https://doi.org/10.3390/educsci15101388 - 17 Oct 2025

Viewed by 2790

Abstract

Motivation is a key variable in successful learning of English, and it is influenced by many factors. However, little research has examined teachers’ roles in motivating young learners (YLs) to learn English. Therefore, this study investigates how teachers’ roles and contextual and motivational [...] Read more.

Motivation is a key variable in successful learning of English, and it is influenced by many factors. However, little research has examined teachers’ roles in motivating young learners (YLs) to learn English. Therefore, this study investigates how teachers’ roles and contextual and motivational factors predict YLs’ motivation to learn English by assessing whether teachers’ roles impact motivation directly or indirectly. Using a novel teacher perspective, the study incorporates these elements into a Structural Equation Modelling (SEM) framework, highlighting direct and indirect pathways affecting children’s motivation. The study employed a quantitative approach by using a valid and reliable questionnaire, with strong internal consistency (CR ranged between 0.69 and 0.86 and α ranged between 0.70 and 0.86) to collect data from 225 English teachers of fifth graders. SEM was used for data analysis. Teachers weakly influenced YLs’ motivation to learn English (β = 0.281), but strongly impacted classroom contextual and motivational factors (β = 0.839). These factors significantly affected YLs’ motivation (β = 0.614) and mediated the impact of teachers’ roles (β = 0.515). Teachers significantly influenced YLs’ motivation by playing a crucial indirect role in shaping the learning environment that enhances students’ desire to learn when contextual and motivational factors mediate the effect. The findings suggest that schools should provide training programs that help teachers create motivational learning environments, such as providing meaningful tasks to motivate YLs intrinsically and extrinsically. The study adds further evidence to motivation theories, including self-determination theory, and sociocultural perspectives that recognize the role of contextual and interpersonal factors in shaping learners’ motivation. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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15 pages, 262 KB  

Open AccessArticle

Association Between Academic, Cognitive and Health-Related Variables with Academic Stress in Health Sciences University Students

by Aniel Jessica Leticia Brambila-Tapia, Edgar Ulises Velarde-Partida, Laura Arely Carrillo-Delgadillo, Fabiola Macías-Espinoza and Saúl Ramírez-De los Santos

Behav. Sci. 2025, 15(9), 1219; https://doi.org/10.3390/bs15091219 - 8 Sep 2025

Cited by 6 | Viewed by 3088

Abstract

Academic stress arises from students facing academic demands and is linked to various academic and psychological factors. However, research has yet to explore its potential correlations with somatization, overall health issues, studying strategies, academic procrastination, academic performance, and intelligence scores. The objective of [...] Read more.

Academic stress arises from students facing academic demands and is linked to various academic and psychological factors. However, research has yet to explore its potential correlations with somatization, overall health issues, studying strategies, academic procrastination, academic performance, and intelligence scores. The objective of this study was to determine the potential correlations between such variables with academic stress in a sample of health sciences university students. University students of different bachelor’s programs were invited to participate; they fulfilled an electronic questionnaire with personal and psychological variables, including academic stress, and performed an intelligence test, which measures verbal and non-verbal intelligence. Finally, their academic achievement was measured with the grade point average (GPA). A total of 437 students were included, of which 296 (67.7%) were women, with a mean age of 20.36 ± 2.61 years old. Academic stress was higher in women than in men and showed moderate positive correlations with anxiety, depression, and somatization and a low positive correlation with the sum of diseases. It also showed a low negative correlation with sleep quality. In addition, academic stress correlated negatively with self-motivation, emotion perception, and emotion management as well as with active coping, positive relations with others, and the studying strategies (self-regulation, effort regulation, critical thinking, and time and study environment). We also observed a low positive correlation between academic stress and academic procrastination, which was higher in women than in men. No correlations were found with GPA or intelligence scores. In conclusion, academic stress was positively correlated with somatization, depression, anxiety, the sum of diseases, and academic procrastination; it was negatively correlated with emotional intelligence (mainly self-motivation), active coping, and specific studying strategies. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

20 pages, 275 KB  

Open AccessArticle

“My Future”: A Qualitative Examination of Hope in the Lives of Black Emerging Adults

by William Terrell Danley, Benson Cooke and Nathalie Mizelle

Soc. Sci. 2025, 14(7), 428; https://doi.org/10.3390/socsci14070428 - 11 Jul 2025

Cited by 2 | Viewed by 1630

Abstract

The presence of hope significantly influences how youth interpret possibilities and commit to future-oriented action. This qualitative study investigates how fifteen Black emerging adults, ages eighteen to twenty-five, living in a major United States urban city on the East Coast, describe their aspirations, [...] Read more.

The presence of hope significantly influences how youth interpret possibilities and commit to future-oriented action. This qualitative study investigates how fifteen Black emerging adults, ages eighteen to twenty-five, living in a major United States urban city on the East Coast, describe their aspirations, goal-setting strategies, and responses to personal and structural challenges. Participants were categorized as connected or disconnected based on their engagement in school, work, or training programs. Using Reflexive Thematic Analysis of interviews, the research identified key differences in agency, emotional orientation, and access to guidance between the two groups. Connected participants often described clear, structured goals supported by networks of mentorship and opportunity. Disconnected participants expressed meaningful hope, yet described fewer supports and greater uncertainty in achieving their goals. These findings highlight how consistent exposure to guidance and structured environments strengthens future orientation and internal motivation. These results deepen our understanding of how young people experience hope across diverse contexts and show that mentorship, intentional goal setting, and greater access to opportunity play a vital role in sustaining hopeful thinking during the transition to adulthood. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

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