Journal of Positive School Psychology
  • Register
  • Login

Journal of Positive School Psychology

  • Home
  • About
    • Aims & Scope
    • About the Journal
    • Editorial Team
    • Abstracting & Indexing
  • Issues
    • FirstView articles
    • Current Issue
    • Archives
  • Author Guidelines
    • Instructions for Authors
    • Peer Review Process
    • Publication Ethics
    • Copyright Information
    • Open Access Policy
  • Submit Manuscript
  • Announcements
  • Contact
Advanced Search
  1. Home
  2. Archives
  3. Vol. 2 No. 2 (2018)
  4. Research Articles
Journal of Positive Psychology & Wellbeing

Vol. 2 No. 2 (2018)

October 2018

Understanding the Association between Positive Psychological Functioning at Work and Cognitive Wellbeing in Teachers

  • Gökmen Arslan

Journal of Positive School Psychology , Vol. 2 No. 2 (2018), 10 October 2018 , Page 113-127
Published: 2017-11-21

  • View Article
  • Download
  • Cite
  • Statastics
  • Share

Abstract

Teachers play a central role in facilitating children’s cognitive, emotional, and behavioral development. Therefore, it is essential to investigate and understand the psychological factors that are associated with effective teaching and teacher wellbeing. The purpose of the present study is to present the association between teachers’ positive functioning at work and cognitive wellbeing in Turkish educators.  Participants of the study comprised of 295 teachers (60.3% female), and they ranged in age from 23 to 55 years (M = 32.43, SD = 7.85). Findings from correlation analysis demonstrated the significant and positive association between cognitive wellbeing and school connectedness, teaching efficacy, and overall teacher functioning, ranging from moderate to large effect. Following, the outcomes indicated the significant effects of wellbeing groups on teachers’ functioning and revealed that teachers with high levels of wellbeing had greater positive functioning at work than those with low and average wellbeing levels. Taken together, the results suggest that high level of wellbeing is associated with teachers’ healthy and successful functioning at work.
Keywords:
  • Teacher wellbeing, school connectedness, teaching efficacy, cognitive wellbeing, life satisfaction, and positive psychology
  • Download PDF

How to Cite

Arslan, G. (2017). Understanding the Association between Positive Psychological Functioning at Work and Cognitive Wellbeing in Teachers. Journal of Positive School Psychology , 2(2), 113-127. Retrieved from https://journalppw.com/index.php/JPPW/article/view/22
  • ACM
  • ACS
  • APA
  • ABNT
  • Chicago
  • Harvard
  • IEEE
  • MLA
  • Turabian
  • Vancouver
  • Endnote/Zotero/Mendeley (RIS)
  • BibTeX
  • Abstract Viewed: 1926 times
  • Download PDF Downloaded: 1783 times

Downloads

Download data is not yet available.

Download Statastics

  • Linkedin
  • Twitter
  • Facebook
  • Google Plus
  • Telegram
Keywords

Creative Commons LicenseThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License, which allows free sharing, copying, and adaptation of the material for any purpose, even commercially, but with providing an appropriate reference to the source. This license entitles all parties to copy, share and redistribute all the articles, data sets, figures, and supplementary files published in this journal in data mining, search engines, web sites, blogs, and other digital platforms under the condition of providing references. 

@JournalPSP

Announcements

EBSCO Databases

January 12, 2021
We are pleased to announce that the Journal of Positive School Psychology (ISSN 2717-7564) has been accepted into the EBSCO Databases. 

TÜBİTAK ULAKBİM Social Sciences Database (TR Index)

December 25, 2020
We are pleased to announce that the Journal of Positive School Psychology (ISSN 2717-7564) has been accepted into the TÜBİTAK ULAKBİM Social Sciences Database (TR Index). 
  • Home
  • Archives
  • Submissions
  • About the Journal
  • Editorial Team
  • Contact

Journal of Positive School Psychology is a peer-reviewed journal covering positive psychology and provides an international forum for the science of positive psychology in education and school settings. The JPSP, which is published two times a year, is an open-access that publishes research outcomes with significant contributions to the understanding and improvement of the positive psychology of education and services in school settings. The JPSP publishes research regarding the education of populations across the life span

Journal of Positive School Psychology is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Powered by OJSPlus