رابطه کنترل مهاری، انعطاف پذیری شناختی و حمایت سازمانی ادراک شده با فرسودگی شغلی معلمان: نقش میانجی خودکارآمدی

Alimbekov, A., Azhykulov, S., Imanbaev, A., Zuluev, B., Koilubaeva, B., Sagyndykova, R. and Muratbaev, B. (2025). "Perceived organizational support and job burnout with the mediating mechanism of self-esteem", International Journal of Educational Management, Vol. 39 No. 1, pp. 240-258. https://doi.org/10.1108/IJEM-03-2024-0130
Author, G., Abdollahi, H., & Nezakatgoo, B. (2021). Exploring the antecedents of English language teachers’ teaching selfefcacy: A qualitative study. Qualitative Research Journal, 21(3), 286–303
Azari Noughabi, M., & Amirian, S. M. R. (2021). Assessing the contribution of autonomy and self-efcacy to EFL teachers’ self-regulation. English Teaching & Learning, 45(1), 71–88.
Bandura A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Baytunca MB, Inci SB, Ipci M, Kardas B, Bolat GU, Ercan ES. (2018). The neurocognitive nature of children with ADHD comorbid sluggish cognitive tempo: Might SCT be a disorder of vigilance? Psychiatry Res. 270:967–73. doi: 10.1016/j.psychres.2018.03.038
Bobbio, A., Bellan, M., & Manganelli, A. M. (2012). Empowering leadership, perceived organizational support, trust, and job burnout for nurses: a study in an Italian general hospital. Health care management review, 37(1), 77–87. https://doi.org/10.1097/HMR.0b013e31822242b2
Brunsting N. C., Bettini E., Rock M. L., Royer D. J., Common E. A., Lane K. L., Xie F., Checn A., Zeng F. (2022). Burnout of special educators serving students with emotional-behavioral disorders: A longitudinal study. Remedial and Special Education, 43(3), 160–171. https://doi.org/10.1177/07419325211030562
Cano-López, I., Pérez, M. I., & Puig-Pérez, S. (2023). Burnout is related to executive dysfunction in primary healthcare professionals working in rural areas. El burnout se asocia con la disfunción ejecutiva en profesionales de atención primaria que trabajan en zonas rurales. Revista de neurologia, 76(3), 91–99. https://doi.org/10.33588/rn.7603.2022283
Cansoy, R., Parlar, H., & Turkoglu, M. E. (2020). A predictor of teachers’ psychological well-being: teacher self-efcacy. International Online Journal of Educational Sciences, 12(4), 41–55.
Çetin, G., Frank, J. L., & Jennings, P. A. (2024). Teacher Self-Efficacy Beliefs and Burnout: The Mediating Roles of Interpersonal Mindfulness in Teaching and Emotion Regulation. Journal of Emotional and Behavioral Disorders. https://doi.org/10.1177/10634266241272049
Chen, F., Wang, X., & Gao, Y. (2024). EFL teachers' burnout in technology enhanced instructions setting: The role of personality traits and psychological capital. Acta psychologica, 249, 104461. https://doi.org/10.1016/j.actpsy.2024.104461
Chirico F, Capitanelli I, Bollo M, Ferrari G, Acquado Maran D. (2021). Association between workplace violence and burnout syndrome among schoolteachers: A systematic review. J Health Soc Sci. 6:187–208. doi: 10.19204/2021/ssct6.
Demir S. (2018). The relationship between psychological capital and stress, anxiety, burnout, job satisfaction, and job involvement. Eurasian Journal of Educational Research, 75 (3) (2018), pp. 137-153.
Dennis, J. P., & Vander Wal, J. S. (2010). The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cognitive Therapy and Research, 34(3), 241–253. https://doi.org/10.1007/s10608-009-9276-4
Desart S, Schaufeli W, De Witte H. (2017). Op zoek naar een nieuwe definitie van burn-out. Tijdsch Steunpunt Werk. 1:90–1. Available online at: https://kuleuvenblogt.be/2017/02/20/op-zoek-naar-een-nieuwe-definitie-van-burn-out
Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 71(3), 500–507. https://doi.org/10.1037/0021-9010.71.3.500
Eisenberger, R., Rhoades Shanock, L., & Wen, X. (2020). Perceived organizational support: Why caring about employees counts. Annual Review of Organizational Psychology and Organizational Behavior, 7, 101–124. https://doi.org/10.1146/annurev-orgpsych-012119-044917
Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efcacy, refection, and burnout among Iranian EFL teachers: The mediating role of emotion regulation. Iranian Journal of Language Teaching Research, 9(2), 13–37.
Freire, C., Ferradás, M. D. M., García-Bértoa, A., Núñez, J. C., Rodríguez, S., & Piñeiro, I. (2020). Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing. International journal of environmental research and public health, 17(22), 8403. https://doi.org/10.3390/ijerph17228403
Garwood J. D., Werts M. G., Varghese C., Gosey L. (2018). Mixed-methods analysis of rural special educators’ role stressors, behavior management, and burnout. Rural Special Education Quarterly, 37(1), 30–43. https://doi.org/10.1177/87568705177452
Gilmour, A. F., Sandilos, L. E., Pilny, W. V., Schwartz, S., & Wehby, J. H. (2021). Teaching students with emotional/behavioral disorders: Teachers’ burnout profiles and classroom management. Journal of Emotional and Behavioral Disorders, 30(1), 16–28. https://doi.org/10.1177/10634266211020258
Gong, Z., Chen, Y., & Wang, Y. (2019). The influence of emotional intelligence on job burnout and job performance: Mediating effect of psychological capital. Frontiers in Psychology, 10, Article 2707. https://doi.org/10.3389/fpsyg.2019.02707
Guangbao, F., and Timothy, T. (2021). Investigating the associations of constructivist beliefs and classroom climate on teachers’ self-efficacy among Australian secondary mathematics teachers. Front. Psychol. 12:626271. doi: 10.3389/fpsyg.2021.626271
Guseva Canu I, Marca SC, Dell’Oro F, Balázs A, Bergamaschi E, Besse C, Bianchi R, Bislimovska J, Koscec Bjelajac A, Bugge M, Busneag CI, Çağlayan Ç, Cernitanu M, Costa Pereira C, Dernovšček Hafner N, Droz N, Eglite M, Godderis L, Gündel H, Hakanen JJ, Iordache RM, Khireddine-Medouni I, Kiran S, Larese-Filon F, Lazor-Blanchet C, Légeron P, Loney T, Majery N, Merisalu E, Mehlum IS, Michaud L, Mijakoski D, Minov J, Modenese A, Molan M, van der Molen H, Nena E, Nolimal D, Otelea M, Pletea E, Pranjic N, Rebergen D, Reste J, Schernhammer E, Wahlen A. (2021). Harmonized definition of occupational burnout: A systematic review, semantic analysis, and Delphi consensus in 29 countries. Scand J Work Environ Health. 47:95–107. doi: 10.5271/sjweh.3935.
Harding S, Morris R, Gunnell D, Ford T, Hollingworth W, Tilling K, Evans R, Bell S, Grey J, Brockman R, Campbell R, Araya R, Murphy S, Kidger J. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? J Affect Disord. 242:180–7. doi: 10.1016/j.jad.2018.08.080.
Heidari, A., Kazemi, S. B., Kabir, M. J., Khatirnamani, Z., Badakhshan, A., Lotfi, M., et al. (2023). Relationship between turnover intention and perceived organizational support in nurses of hospitals in Gorgan, Iran. JMIS, 9(3), 234–245.
Holst, Y., & Thorell, L. B. (2018). Adult Executive Functioning Inventory (ADEXI): Validity, reliability, and relations to ADHD. International Journal of Methods in Psychiatric Research, 27(1), 1–9. https://doi.org/10.1002/mpr.1567
Kariou A, Koutsimani P, Montgomery A, Lainidi O. (2021). Emotional labor and burnout among teachers: A systematic review. Int J Environ Res Public Health. 12:12760. doi: 10.3390/ijerph182312760.
Kim K, Kim H. (2020). Normal executive attention but abnormal orienting attention inindividuals with sluggish cognitive tempo. Int J Clin Health Psychol. 21:100199.doi: 10.1016/j.ijchp.2020.08.003
Kofler MJ, Irwin LN, Sarver DE, Fosco WD, Becker SP. (2019). What cognitive processesare “sluggish” in sluggish cognitive tempo? J Consult Clin Psychol. 87:1030–42.doi: 10.1037/ccp0000446
Kohandani, M., & Abolmaali Alhosseini, K. (2018). Factor structure and psychometric properties of Persian version of cognitive flexibility of Dennis, Vander Wal and Jillon. Journal of Psychological Models and Methods, 8(29), 53–70.
Koutsimani, P., & Montgomery, A. (2022). Burnout and Cognitive Functioning: Are We Underestimating the Role of Visuospatial Functions?. Frontiers in psychiatry, 13, 775606. https://doi.org/10.3389/fpsyt.2022.775606
Leggio J. C., Terras K. L. (2019). An investigation of the qualities, knowledge, and skills of effective teachers for students with emotional/behavioral disorders: The teacher perspective. The Journal of Special Education Apprenticeship, 8(1), Article 2. https://doi.org/10.58729/2167-3454.1082
Marić, N., Mandić-Rajčević, S., Maksimović, N., & Bulat, P. (2022). Occupational burnout among teachers: is it seasonal?. Arhiv za higijenu rada i toksikologiju, 73(3), 233–240. https://doi.org/10.2478/aiht-2022-73-3582
Mérida-López S., Extremera N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121–130. https://doi.org/10.1016/j.ijer.2017.07.006
Ochoa P. (2018). Impact of Burnout on Organizational Outcomes, the Influence of Legal Demands: The Case of Ecuadorian Physicians. Front. Psychol. 9:662. doi: 10.3389/fpsyg.2018.00662.
Opoku, M. P., Nketsia, W., and Mohamed, A. H. (2022). The self-efficacy of private school teachers toward the implementation of inclusive education in Ghana: a mixed-methods study. Front. Edu. 7, 1–16. doi: 10.3389/feduc.2022.985123
Parhoon, K., Parhoon, H., & Thorell, L. B. (2023). Psychometric properties of the Persian version of the Adult Executive Functioning Inventory. Advances in Cognitive Sciences, 24(4), 29–43.
Peng, M. Y. P., Xu, C., Zheng, R., & He, Y. (2023). The impact of perceived organizational support on employees’ knowledge transfer and innovative behavior: Comparisons between Taiwan and mainland China. Humanities and Social Sciences Communications, 10, 741. https://doi.org/10.1057/s41599-023-02242-4
Peng, M.YP., Xu, C., Zheng, R. et al. (2023). The impact of perceived organizational support on employees’ knowledge transfer and innovative behavior: comparisons between Taiwan and mainland China. Humanit Soc Sci Commun 10, 741. https://doi.org/10.1057/s41599-023-02242-4
Pihlaja, M., Tuominen, P. P. A., Peräkylä, J., & Hartikainen, K. M. (2022). Occupational Burnout Is Linked with Inefficient Executive Functioning, Elevated Average Heart Rate, and Decreased Physical Activity in Daily Life - Initial Evidence from Teaching Professionals. Brain sciences, 12(12), 1723. https://doi.org/10.3390/brainsci12121723
Rodrigues, J.A.B. Carochinho, M.M.O. (2017). The impact of positive psychological capital on psychological distress of primary and secondary education teachers Psique, 13 (2) (2017), pp. 40-56
Sheng, H., Tian, D., Sun, L., Hou, Y., & Liu, X. (2023). Nurse practice environment, perceived organizational support, general well-being, occupational burnout and turnover intention: A moderated multi-mediation model. Nursing open, 10(6), 3828–3839. https://doi.org/10.1002/nop2.1641
Shoman, Y., El May, E., Marca, S. C., Wild, P., Bianchi, R., Bugge, M. D., Caglayan, C., Cheptea, D., Gnesi, M., Godderis, L., Kiran, S., McElvenny, D. M., Mediouni, Z., Mehlum, I. S., Mijakoski, D., Minov, J., van der Molen, H. F., Nena, E., Otelea, M., & Guseva Canu, I. (2021). Predictors of Occupational Burnout: A Systematic Review. International journal of environmental research and public health, 18(17), 9188. https://doi.org/10.3390/ijerph18179188
Spagna A, Mackie M-A, Fan J. (2015). Supramodal executive control of attention. FrontPsychol. 6:65. doi: 10.3389/fpsyg.2015.00065
Tschannen-Moran M., Woolfolk Hoy A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Turner, K., & Garvis, S. (2023). Teacher Educator Wellbeing, Stress and Burnout: A Scoping Review. Education Sciences, 13(4), 351. https://doi.org/10.3390/educsci13040351
van Dijk DM, van Rhenen W, Murre JM, Verwijk E. (2020). Cognitive functioning, sleep quality, and work performance in non-clinical burnout: the role of working memory. PLoS ONE. 15:e0231906. 10.1371/journal.pone.0231906
Van Horn JE, Schaufeli WB. (1997). A Canadian-Duch comparison of teachers’ burnout. Psychol Rep. 81:371–82. doi: 10.2466/pr0.1997.81.2.371.
Veys-Karmi, H., Ghadam-Pour, E., & Motaghi-Nia, M. R. (2016). A structural model of the relationship between school climate and collective self-efficacy with teachers’ personal self-efficacy in elementary schools. Psychological Achievements, 23(1), 95–114.
Virgă, M. Pattusamy, D.P. Kumar. (2020). How psychological capital is related to academic performance, burnout, and boredom? The mediating role of study engagement. Current Psychology, 41 (3) , pp. 6731-6743, 10.1007/s12144–020-01162-9
Voss T., Kunter M. (2020). “Reality shock” of beginning teachers? Changes in teacher candidates’ emotional exhaustion and constructivist-oriented beliefs. Journal of Teacher Education, 71(3), 292–306. https://doi.org/10.1177/0022487119839700
World Health Organization. (2019). Burn-out an “occupational phenomenon”: International Classification of Diseases. https://www.who.int/news/item/28-05-2019-burn-out-an-occupational-phenomenon-international-classification-of diseases https://www.who.int/news/item/28-05-2019-burn-out-an-occupational-phenomenon-international-classification-of-diseases
Wu T, Wang X, Wu Q, Spagna A, Yang J, Yuan C, et al. (2019). Anterior insular cortex is a bottleneck of cognitive control. Neuroimage. 195:490–504. doi: 10.1016/j.neuroimage.2019.02.042
Yang, Y., Qin, L., and Ning, L. (2021). School violence and teacher professional engagement: a cross-National Study. Front. Psychol. 12, 1–15. doi: 10.3389/fpsyg.2021.628809
Zee M., Koomen H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
Zewude, G. T., & Hercz, M. (2021). Psychological capital and teacher well-being: the mediation role of coping with stress. European Journal of Educational Research, 10(3), 1227-1245. https://doi.org/10.12973/eu-jer.10.3.1227
Zhang, S. Zhang, W. Hua. (2019). The impact of psychological capital and occupational stress on teacher burnout: Mediating role of coping styles
Zheng, J., Feng, S., Gao, R., Gong, X., Ji, X., Li, Y., Wang, X., & Xue, B. (2024). The relationship between organizational support, professional quality of life, decent work, and professional well-being among nurses: a cross-sectional study. BMC nursing, 23(1), 425. https://doi.org/10.1186/s12912-024-02114-5