ArticleInternational journal of environmental research and public health2023
Teachers during the COVID-19 Era: The Mediation Role Played by Mentalizing Ability on the Relationship between Depressive Symptoms, Anxious Trait, and Job Burnout.
Article in International journal of environmental research and public health, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers, 2 of them syntheses that pooled it.
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Who cites it
16 citing papers in PubMed, 2 syntheses or guidelines pooled it, 31 citations in OpenAlex.
- Siblings of Persons with Disabilities: A Systematic Integrative Review of the Empirical Literature.Clinical child and family psychology review · 2025Pooled it
- Internalizing and externalizing symptoms in children during the COVID-19 pandemic: a systematic mixed studies review.Frontiers in psychology · 2023Pooled it
- The Classroom Climate and the Role of Teachers' Mentalized Affectivity: Mediation Through Job and Life Satisfaction.Behavioral sciences (Basel, Switzerland) · 2026Article
- Burnout, anxiety and depression in secondary school teachers in Europe during the COVID-19 pandemic: a systematic scoping review & perspective of preventive occupational medicine.Journal of occupational medicine and toxicology (London, England) · 2025Review
- Effective emotion regulation and positive psychological capital as coping strategies to alleviate teacher burnout: a narrative review.Frontiers in psychology · 2025Review
- Reducing teachers' perceived stress through an online wellbeing intervention: the role of socio-emotional competence and self-efficacy.Frontiers in psychology · 2025Article
- Impact of the COVID-19 pandemic on women in the workplace in the Middle East and North Africa: A scoping review protocol.PloS one · 2025Article
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- The Relationship between Resiliency, Psychological Empowerment, and Teacher Burnout across Different Genders: A Psychological Network Analysis.Behavioral sciences (Basel, Switzerland) · 2024Article
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- The Symptom Structure and Causal Relationships of Comorbid Anxiety and Depression Among Chinese Primary and Middle School Teachers: A Network Analysis.Psychology research and behavior management · 2024Article
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- Burnout of Greek Teachers: Measurement Invariance and Differences across Individual Characteristics.European journal of investigation in health, psychology and education · 2023Article
- The role of teachers' socio-emotional competence in reducing burnout through increased work engagement.Frontiers in psychology · 2023Article
- Mentalizing partially mediates the association between attachment insecurity and global stress in preservice teachers.Frontiers in psychology · 2023Article
Corrections and comments
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Authors and funding
5 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe COVID-19 outbreak caused severe changes in school activities over the past two years. Teachers underwent a re-planning of their teaching approaches, shifting from face-to-face teaching formats to remote ones. These challenges resulted in high levels of burnout. The identification of risk/protective factors contributing to burnout is crucial in order to inform intervention programs. Thus, we hypothesized a mediation role of teachers' mentalizing ability (processing of emotions, a component of mentalized affectivity) on the relationship between depression, anxiety, and depersonalization (burnout dimension). Two reverse models were computed. Job satisfaction, teachers' age and gender, school grade, and length of teaching experience served as covariates.
methods466 (M(sd) = 46.2 (10.4) years) online questionnaires were completed by Italian teachers of primary (n = 204) and middle (n = 242) schools. Measures of burnout, depression, anxiety, and mentalization were administered.
resultsThe findings corroborated our hypotheses: in all models, processing emotions served as a mediator on the relationship between depression, anxiety, and depersonalization, and on the reciprocal one. Job satisfaction positively impacted processing emotion, and negatively impacted depression and depersonalization; women teachers reported high levels of the anxious trait.
conclusionsOverall, it can be concluded that the ability to mentalize has a beneficial impact on teachers' well-being. Policymaking, clinical, and research implications were discussed.
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