ReviewFrontiers in psychology2025
Effective emotion regulation and positive psychological capital as coping strategies to alleviate teacher burnout: a narrative review.
Review in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Dysfunctional Cognition and Work-Related Outcomes: A Systematic Literature Review.European journal of investigation in health, psychology and education · 2026Review
- Beyond the digital panopticon: a mixed-methods examination of teacher burnout, psychological capital, and well-being through the lens of work-life balance.Frontiers in psychology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In contemporary society, teacher burnout (TB) continues to be a prevalent issue within educational contexts, negatively impacting teacher job satisfaction and student outcomes. This study investigates the efficacy of positive coping strategies, including effective emotion regulation (EER) and positive psychological capital (PPC), in mitigating TB. Based on conceptual analysis and an extensive narrative review of current literature, the research explores the relationships between these coping strategies and TB. This narrative review highlights that the combined utilization of EER and PPC may present a more robust and holistic strategy for reducing TB than any of these elements can individually achieve. An integrative approach that simultaneously addresses these dimensions will harness their synergistic effects, fostering a more resilient, competent, and emotionally balanced teaching workforce. This review contributes to the broader understanding of TB by emphasizing the need for interventions and professional development programs that enhance EER and PPC among teachers. Implementing such coping strategies can significantly improve teacher job satisfaction and, subsequently, the educational environment. The review calls for further research to develop targeted interventions addressing TB, ultimately fostering a more supportive and effective teaching profession.
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Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.