PERFORM Publications

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Title		Authors	PubMed ID
1	Work Fatigue Profiles: Nature, Implications, and Associations With Psychological Empowerment.	Blais AR, Gillet N, Houle SA, Comeau CA, Morin AJS	33329261 CONCORDIA
2	Pantomime (Not Silent Gesture) in Multimodal Communication: Evidence From Children's Narratives.	Marentette P, Furman R, Suvanto ME, Nicoladis E	33329222 PSYCHOLOGY
3	From Storybooks to Novels: A Retrospective Approach Linking Print Exposure in Childhood to Adolescence	Tremblay B; Rodrigues ML; Martin-Chang S;	33071904 CONCORDIA
4	Infants Generalize Beliefs Across Individuals.	Burnside K, Neumann C, Poulin-Dubois D	33071864 PSYCHOLOGY
5	Predicting Interpersonal Outcomes From Information Processing Tasks Using Personally Relevant and Generic Stimuli: A Methodology Study	Serravalle L; Tsekova V; Ellenbogen MA;	33071861 CRDH
6	The Effectiveness of Dance Therapy as an Adjunct to Rehabilitation of Adults With a Physical Disability.	Swaine B, Poncet F, Lachance B, Proulx-Goulet C, Bergeron V, Brousse É, Lamoureux J, McKinley P	32982831 PSYCHOLOGY
7	On the Value of Considering Specific Facets of Interactional Justice Perceptions.	Fouquereau E, Morin AJS, Huyghebaert T, Chevalier S, Coillot H, Gillet N	32477210 PSYCHOLOGY
8	A Multilevel Person-Centered Examination of Teachers' Workplace Demands and Resources: Links With Work-Related Well-Being	Collie RJ; Malmberg LE; Martin AJ; Sammons P; Morin AJS;	32322226 PSYCHOLOGY
9	Different Patterns of Sleep-Dependent Procedural Memory Consolidation in Vipassana Meditation Practitioners and Non-meditating Controls.	Solomonova E, Dubé S, Blanchette-Carrière C, Sandra DA, Samson-Richer A, Carr M, Paquette T, Nielsen T	32038390 PSYCHOLOGY
10	Editorial: Development of Student Understanding: Focus on Science Education.	Kalman CS, Lattery M	31920884 PHYSICS
11	Understanding Events by Eye and Ear: Agent and Verb Drive Non-anticipatory Eye Movements in Dynamic Scenes.	de Almeida RG, Di Nardo J, Antal C, von Grünau MW	31649574 PSYCHOLOGY
12	The Impact of Instrument-Specific Musical Training on Rhythm Perception and Production	Matthews TE; Thibodeau JN; Gunther BP; Penhune VB;	26869969 PSYCHOLOGY
13	Rhythm and Melody Tasks for School-Aged Children With and Without Musical Training: Age-Equivalent Scores and Reliability	Ireland K; Parker A; Foster N; Penhune V;	29674984 PSYCHOLOGY
14	Emotion Regulation, Subjective Well-Being, and Perceived Stress in Daily Life of Geriatric Nurses	Katana M; Röcke C; Spain SM; Allemand M;	31156513 PSYCHOLOGY
15	Dyadic Coping, Respiratory Sinus Arrhythmia, and Depressive Symptoms Among Parents of Preschool Children.	Switzer A, Caldwell W, da Estrela C, Barker ET, Gouin JP	30386280 PSYCHOLOGY
16	Motivating Moral Behavior: Helping, Sharing, and Comforting in Young Children With Autism Spectrum Disorder.	Dunfield KA, Best LJ, Kelley EA, Kuhlmeier VA	30728793 PSYCHOLOGY
17	Persistence of Effects of VLBW/PT Birth Status and Maternal Emotional Availability (EA) on Child EA Trajectories	Stack DM; Matte-Gagné C; Dickson DJ;	30761058 PSYCHOLOGY
18	Developmental Changes in Learning: Computational Mechanisms and Social Influences.	Bolenz F, Reiter AMF, Eppinger B	29250006 PERFORM

Title:	A Multilevel Person-Centered Examination of Teachers' Workplace Demands and Resources: Links With Work-Related Well-Being
Authors:	Collie RJ, Malmberg LE, Martin AJ, Sammons P, Morin AJS
Link:	https://pubmed.ncbi.nlm.nih.gov/32322226/
DOI:	10.3389/fpsyg.2020.00626
Publication:	Frontiers in psychology
Keywords:	big data; job demands-resources theory; latent profile analysis; multilevel; teacher well-being;
PMID:	32322226	Category:	Front Psychol	Date Added:	2020-04-24
Dept Affiliation:	PSYCHOLOGY 1 School of Education, University of New South Wales, Sydney, NSW, Australia. 2 Department of Education, University of Oxford, Oxford, United Kingdom. 3 Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, QC, Canada.

Description:

Teachers' healthy and effective functioning at work is impacted by the demands they face and the resources they can access. In this study, person-centered analysis was adopted to identify distinct teacher profiles of demands and resources. We investigated teachers' experiences of two job demands (barriers to professional development and disruptive student behavior), two job resources (teacher collaboration and input in decision-making), and one personal resource (self-efficacy for teaching). Using data from the Teaching and Learning International Survey (TALIS) 2013, the study involved 6,411 teachers from 369 schools in Australia and 2,400 teachers from 154 schools in England. In phase one, latent profile analysis revealed five teacher profiles that were similar across the two countries: the Low-Demand-Flourisher (12%), Mixed-Demand-Flourisher (17%), Job-Resourced-Average (34%), Balanced-Average (15%), and Struggler (21%). The profiles were differently associated with two background characteristics (teacher gender and teaching experience) and two work-related well-being outcomes (job satisfaction and occupational commitment). In phase two, we extended our analysis to the school-level to identify school profiles based on the relative prevalence of the five teacher profiles within a school. Indeed, a yield of large scale datasets such as TALIS is that there are sufficient units at the school-level to enable institutional insights, beyond insights garnered at the individual teacher-level. Two school profiles that were similar in both countries were revealed: the Unsupportive school profile (58%) and the Supportive school profile (42%). The Supportive school profile was associated with higher school-average teacher job satisfaction and occupational commitment than the Unsupportive school profile. Taken together, the findings yield knowledge about salient teacher and school profiles, and provide guidance for possible interventions at the teacher- and school level.

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