Relations Between Faculty Members’ Teaching-Related Coping Strategies and Well-Being Over Time: A Cross-Lagged Panel Analysis (Poster 24)

• In Event: Sunday Poster Session 9:35 am
  In Poster Session: Faculty Teaching, Evaluation, and Development SIG Poster Session

Abstract

Recent findings indicate that faculty members’ well-being plays a critical role for their productivity and educational effectiveness, but research on potential antecedents and outcomes lacks longitudinal perspectives to date. In this study, we examine the interplay of 489 faculty members’ use of different coping strategies to manage teaching-related stress and their well-being across one semester of teaching using latent cross-lagged panel analysis. Task-oriented coping positively predicted changes in positive affect, and vice versa, over time; moreover, emotion-oriented coping (rumination) positively predicted changes in negative affect, and vice versa. The findings provide important initial directions for developing support measures targeting faculty well-being by highlighting the functional relevance of different coping styles as causes and consequences thereof.

Authors

• Kristina Stockinger, University of Augsburg

• Raven Rinas, University of Augsburg

• Markus Dresel, University of Augsburg

• Martin Daumiller, Ludwig Maximilian University of Munich