Ema Ushioda Trinity College Dublin, Ireland LANGUAGE LEARNING AT UNIVERSITY: EXPLORING THE ROLE OF MOTIVATIONAL THINKING

特別寄稿 Integrative Motivation and Second Language Learning: Practical Issues

Background: Worldwide, stress and burnout continue to be a problem among teachers, leading to anxiety and depression. Burnout may adversely affect teachers’ health and is a risk factor for poor physical and mental well-being. Determining the prevalence and correlates of stress, burnout, anxiety, and depression among teachers is essential for addressing this public health concern. Objective: To determine the extent of the current literature on the prevalence and correlates of stress, burnout, anxiety, and depression among teachers. Method: This scoping review was performed using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). Relevant search terms were used to determine the prevalence and correlates of teachers’ stress, burnout, anxiety, and depression. Articles were identified using MEDLINE (Medical Literature Analysis and Retrieval System Online), EMBASE (Excerpta Medica Data Base), APA PsycINFO, CINAHL Plus (Cumulative Index of Nursing and Allied Health Literature), Scopus Elsevier and ERIC (Education Resources Information Center). The articles were extracted, reviewed, collated, and thematically analyzed, and the results were summarized and reported. Results: When only clinically meaningful (moderate to severe) psychological conditions among teachers were considered, the prevalence of burnout ranged from 25.12% to 74%, stress ranged from 8.3% to 87.1%, anxiety ranged from 38% to 41.2% and depression ranged from 4% to 77%. The correlates of stress, burnout, anxiety, and depression identified in this review include socio-demographic factors such as sex, age, marital status, and school (organizational) and work-related factors including the years of teaching, class size, job satisfaction, and the subject taught. Conclusion: Teaching is challenging and yet one of the most rewarding professions, but several factors correlate with stress, burnout, anxiety, and depression among teachers. Highlighting these factors is the first step in recognizing the magnitude of the issues encountered by those in the teaching profession. Implementation of a school-based awareness and intervention program is crucial to resolve the early signs of teacher stress and burnout to avoid future deterioration.

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Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review

As the frontline of our education system, teachers endure greater job-related stress than other professionals, even under the best of circumstances. While they were already exposed to certain stressors affecting their emotional health, the pandemic outbreak introduced new challenges putting teachers at risk of experiencing higher rates of emotional distress. This longitudinal study aimed to identify changes in teaching stressors and teachers’ coping strategies in the period before the pandemic to the immediate outbreaks of COVID-19 in Fall 2020. In addition, we examined the correlation of teachers’ coping approaches with stress, anxiety, and depression to understand if coping strategies correlate and predict such emotional distress. To this end, 376 English as a foreign language (EFL) teachers in Iran in the first wave and 351 in the second wave completed a battery of validated inventories capturing their emotional distress, teaching stressors, and coping approaches. The mean scores of the stressors and coping strategies across two waves indicated significant shifts toward using functional coping strategies upon experiencing new demands. Furthermore, we found that novice teachers experienced higher rates of stress and anxiety, which were positively associated with dysfunctional coping strategies. The results of the stepwise regression analysis with (dys)functional coping strategies indicated that coping mechanisms significantly account for 25% of variances in stress, anxiety, and depression. The implications of the study regarding promoting teacher mental health through identifying the risk factors associated with dysfunctional coping strategies have been discussed. 

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Shifts in Stressors, Internalizing Symptoms, and Coping Mechanisms of Teachers During the COVID-19 Pandemic

Students who have learning disabilities are more often to get poor learning outcomes. One
of several factors that affect the learning outcome is the teacher’s attitude. The research aims at finding
the students’ opinions on teacher’s attitude towards the learning outcomes of students with learning
disabilities in inclusive primary schools. This research applies quantitative approach. Data were
collected using questionnaire and analyzed descriptively. The results showed that teachers accept the
learning achievements of students with learning disabilities in cognitive aspect (77.93%), affective aspect
(80.50%), and conative aspect (77.92%)

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Teachers’ Attitude towards the Learning Achievement of Students with Learning Disabilities in Inclusive Schools

BACKGROUND
As millions of teachers have been forced to rely upon remote teaching due to the closure of schools during the COVID-19 pandemic. It is particularly important to understand the extent to which teacher's psychological wellbeing has been affected by this global health crisis.


OBJECTIVE
The aim of this comprehensive systematic review and meta-analysis was twofold: 1) ascertain the prevalence of stress, anxiety, depression among teachers during the COVID-19 outbreak; 2) identify the associated factors of these psychological wellbeing domains of the teachers.


METHODS
Academic Search Premier, Eric, PsycInfo, Scopus, and Web of Science were searched for articles published from December 2019 and July 2021, using search terms including "COVID-19" "anxiety" "depression" "stress", and "teachers".


RESULTS
This study included 54 studies synthesising data from 256,896 teachers across 22 countries. The meta-analysis showed higher prevalence of stress (62.6%, 95% Confidence Interval [CI]: 46.1-76.6), compared to anxiety (36.3%, 95% CI: 28.5-44.9) and depression (59.9%, 95% CI: 43.4-74.4) among teachers. Teachers' experiences of these psychological issues were associated with various socio-demographic and institutional factors, including gender, nature of online teaching, job satisfaction, teaching experience, and the volume of workload. Additionally, several protective factors, such as regular exercises and provision of technical support for online teaching, reduced teachers' negative psychological experiences.


CONCLUSION
There is a need for authorities to formulate educational policies to improve teachers' wellbeing at the time of global crisis. Special attention should be paid to assist female teachers in overcoming physical and mental stressors.

COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis.

Worldwide, information technology now plays a substantial role in the daily life of most people, whether in the developed world or in developing countries, such as Indonesia. In this fourth most populated country in the world, information technology is widely used for everyday communications and entertainment purposes, as well as for supporting education. Using a survey of 496 students enrolled in a university in Jakarta, this paper reports on a study aimed at assessing the experiences of young Indonesian students undertaking online learning and the potential of this platform for English learning. The findings show that online activities, skills, and perceived usefulness were positively correlated with positive experiences of learning English online. In particular, the perceived usefulness of the Internet and the ability to use different functions of digital devices and applications had a stronger correlation with increased benefits of online English learning. The study generates implications for Indonesian education suggesting a review of the roles of English instructors in promoting English learning through technology, improvement in English instructors' skills in utilizing technology in their teaching, and support of relevant stakeholders as well as the preparation of English teacher preparation programme to support pre-service teachers for teaching with technology. 

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Digital technology supporting English learning among Indonesian university students

This study explores the correlation of learners’ attitude towards their English teachers and their motivation and achievement in English class. Two questionnaires on attitude and motivation used in this study were adapted from the Attitude Motivation Test Battery (AMTB) developed by Gardner (1985). These questionnaires were then developed using web-based survey and distributed online to 82 Indonesian students. The quantification of data shows that attitude and motivation are moderately correlated at a value of r = 0.569, p < 0.01, whilst the correlation value between motivation and students’ final score is at r = 0.30, p <0.01. The findings demonstrate a predictive utility of students’ attitudes toward teachers to learning motivation and motivation to learning achievement.

ATTITUDES TOWARD TEACHERS, MOTIVATION AND LEARNING ACHIEVEMENT: The case of Indonesian EFL students

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Teguh Khaerudin

Papers

COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis.

Digital technology supporting English learning among Indonesian university students

ATTITUDES TOWARD TEACHERS, MOTIVATION AND LEARNING ACHIEVEMENT: The case of Indonesian EFL students

Digital technology supporting English learning among Indonesian university students