ArticleStress and health : journal of the International Society for the Investigation of Stress2025
Modifiable Psychological Mechanisms of Resilience Among UK Trainee and Newly Qualified Teachers.
Article in Stress and health : journal of the International Society for the Investigation of Stress, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Teaching Under Fire: A Cross-Sectional Study of Dispositional and Life-Stage Correlates of Perceived Resilience Among Israeli Educators Under Missile Threat.Behavioral sciences (Basel, Switzerland) · 2026Article
- Predictors of Psychological Well-Being Among Pre-Service Teachers: Emotional Intelligence and Occupational Anxiety.Journal of Intelligence · 2026Article
- Resilience displays similar associative patterns with academic achievement regardless of the personality and mental health profile of future teachers.BMC psychology · 2025Article
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Authors and funding
4 authors.
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Abstract
Teaching is identified as a stressful occupation, with elevated levels of burnout among the profession. Research suggests that resilience may buffer against stress and psychological distress and potentially be a useful resource for this occupational group. This research aimed to identify mechanisms associated with trainee teachers' resilience across time. Using the cognitive model of resilience, we examined interpretation bias and emotion regulation as cognitive mechanisms associated with resilience. The study investigated whether these cognitive processes have an association with trainee teachers' resilience during teacher training and in the first year as teachers in two 1-year longitudinal online studies. Study 1 commenced before COVID-19 pandemic (September 2019), but ended during ongoing pandemic-related restrictions. Study 2 was conducted as a replication study, commenced during COVID-19 (May 2020). Resilience, short-term stress, chronic perceived stress, and cognitive mechanisms (interpretation bias, emotion regulation) were assessed at baseline (during teacher training), with resilience and short-term stress monitored at the 8-month and 13-month follow-ups. Across both studies, cross-sectional and longitudinal relationships were found between perceived stress, cognitive mechanisms, and resilience. Positive interpretation bias predicted trainee teachers' resilience across time, suggesting that it is likely to be a good target for interventions to promote resilience.
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