Measuring the Occupational Stress in Pre-service Early Childhood Teachers: A Psychometric Examination of the Persian Version of Work-related Behaviour Patterns (P-AVEM)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 Assistant Professor, Department of Psychology, Faculty of Education and Psychology, University of Isfahan, Iran.

2 Assistant Professor, Department of Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.

3 Ph.D. in Psychology, Institute COPING OG. Psychological Diagnostics & Personnel Development. Nußdorfer Straße 3, 3133 Traismauer, Austria.

4 professor of personality and differential psychology at the University of Potsdam, Potsdam, Germany.

چکیده

Work-related behavior patterns toward stressor experiences reflect the staff's attitude toward their professional requirements. The work-related behavior experience patterns questionnaire (AVEM) has been developed to determine the work-related patterns of people in the face of job stress. The present study examined the psychometric properties of the Persian version of the AVEM in pre-service early childhood teachers- student teachers who are enrolled in a teacher education program and working toward teacher certification (n=429, 59.67% female). The confirmatory factor analysis results showed an 11-factor structure resembling the original factor structure in the Persian language. Additionally, results showed that the Persian version of the AVEM demonstrated high internal consistency and test-retest reliability. Overall, the findings support the validity and reliability of the Persian version of the AVEM, which can be used to assess work-related behavior and experience patterns. The AVEM can be used during pre-service teachers' education to evaluate the extent to which they report work behaviors associated with occupational stress and dissatisfaction. Pre-service early childhood teachers who tend to feel overwhelmed and helpless in stressful work situations should be identified early so that they can be offered support.
 

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Measuring the Occupational Stress in Pre-service Early Childhood Teachers: A Psychometric Examination of the Persian Version of Work-related Behaviour Patterns (P-AVEM)

نویسندگان [English]

  • Simindokht Kalani 1
  • zahra Hosseinzadeh Maleki 2
  • Andreas W Fischer 3
  • Uwe Schaarschmidt 4
1 Assistant Professor, Department of Psychology, Faculty of Education and Psychology, University of Isfahan, Iran.
2 Assistant Professor, Department of Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
3 Ph.D. in Psychology, Institute COPING OG. Psychological Diagnostics & Personnel Development. Nußdorfer Straße 3, 3133 Traismauer, Austria.
4 professor of personality and differential psychology at the University of Potsdam, Potsdam, Germany.
چکیده [English]

Work-related behavior patterns toward stressor experiences reflect the staff's attitude toward their professional requirements. The work-related behavior experience patterns questionnaire (AVEM) has been developed to determine the work-related patterns of people in the face of job stress. The present study examined the psychometric properties of the Persian version of the AVEM in pre-service early childhood teachers- student teachers who are enrolled in a teacher education program and working toward teacher certification (n=429, 59.67% female). The confirmatory factor analysis results showed an 11-factor structure resembling the original factor structure in the Persian language. Additionally, results showed that the Persian version of the AVEM demonstrated high internal consistency and test-retest reliability. Overall, the findings support the validity and reliability of the Persian version of the AVEM, which can be used to assess work-related behavior and experience patterns. The AVEM can be used during pre-service teachers' education to evaluate the extent to which they report work behaviors associated with occupational stress and dissatisfaction. Pre-service early childhood teachers who tend to feel overwhelmed and helpless in stressful work situations should be identified early so that they can be offered support.
 

کلیدواژه‌ها [English]

  • AVEM
  • psychometric Study
  • pre-service early childhood teachers
  • Occupational Stress
  • Work-related behavior patterns

People who work at an organization are the primary resource and the driving force to realizing the organization's goals. If organizations pay attention to their staff's well-being, they can dedicate their team to the organization's purpose. However, boosting staff's well-being revolves around both physical and psychological aspects of health. One of the most frequently raised issues in health and welfare is work-related stress (Kalani et al., 2017). Employees are vulnerable to stress and are exposed to various demands and conditions from their job (Voltmer et al., 2021). When individuals feel unable to meet the requests and face the challenges, they may experience stress (Böckelmann et al., 2022).

Studies have reported that jobs involving interaction with people, like teaching, are at risk of burnout syndrome because of the degree of occupational stress (Harper & Wilson, 2020; Seo & Yuh, 2022). Assessing the mental health risks of 67 occupations demonstrated that teaching significantly increases the risk of poor mental health and that teachers are 3.4 times more at risk than other professions (Hasselhorn & Nübling, 2004). Research among Iranian teachers has also shown that job stress and burnout in teachers endanger their mental health and quality of life (Badri Azarin et al., 2014; Bayani & Samiei, 2015). habibi asgarabad et al. (2007)habibi asgarabad et al. (2007)habibi asgarabad et al. (2007) investigated the level of stress in 430 teachers in one of the provinces in Iran and reported that 30.50% were at high risk and 3.2% were at very high risk of occupational stress. Ghadimi moghadam and Hosseini tabatabaei (2006)Ghadimi moghadam and Hosseini tabatabaei (2006)Ghadimi moghadam and Hosseini tabatabaei (2006) investigated the prevalence of burnout syndrome among teachers in different cities in Iran and found that most subjects (69%) suffer from mild to severe degrees of burnout. Successfully dealing with the diverse needs of students while maintaining health is a central demand for the teaching profession, which requires resources, such as self-efficacy expectations, attitude toward inclusion, and self-regulation skills (Harper & Wilson, 2020; Seo & Yuh, 2022). Although the amount of interaction does not equal more professional burnout (Betke et al., 2021; Otrębski, 2023), the intensity is significantly conditioned by compelling struggles with professional problems and the individual mode of coping with work requirements by creating a specific defense factor in critical and complex situations. Providing pre-service teachers with these demands and preventive training is crucial to addressing health and teaching-relevant resources during the university phase of education. However, little empirical evidence exists on the extent to which inclusive teacher self-efficacy is expected by attitudes toward inclusion, and self-regulation skills among pre-service teachers (Amini et al., 2011; Gustems-Carnicer et al., 2019; Hacker et al., 2008; Harmsen et al., 2018; Nabavi, 2021).

Occupational stress literature suggests diverse approaches to identifying determinants of the structure of burnout (Kalani et al., 2017), which deals with severe mental disorders and the experience perception of work-related stress (Pilger et al., 2018; Siegrist & Li, 2020). In fact, in both models of transactional stress (Lazarus & Folkman, 1984) and the salutogenic (Antonovsky, 1987) analyzing risk factors/resources can lead to early identification of potential future health risks such as excessive professional commitment, low-stress resistance, and limited emotional well-being (Mašková, 2023; Siegrist & Li, 2020). While most previous research has focused on symptoms and pathology, assessing factors that promote and support adjustment is a research gap (Sankelo & Åkerblad, 2009). Investigating how people stay healthy while enduring occupational stress, Schaarschmidt and Fischer (2008)Schaarschmidt and Fischer (2008)Schaarschmidt and Fischer (2008), developed a theoretical and methodological framework describing eleven dimensions in the context of work that can be risk factors/health resources, in addition to work engagement addressed in Rosenman and Friedman’s type A behavior, these dimensions cover the domains of stress resistance and emotional well-being. The approach goes beyond simply identifying stressors and symptoms, even if represented in the work-related behavior and experience patterns questionnaire (AVEM) (Schaarschmidt & Fischer, 2008).

Work-related behaviors and experience patterns       

Behavior towards work expresses the way to deal with professional demands. Employers or regulations merely do not impose these attitudes and the employees have responsibility for what happens (Napora et al., 2017). Fischer and Schaarschmidt (2003)Fischer and Schaarschmidt (2003)Fischer and Schaarschmidt (2003), based on the concept of coping with stress formulated by Lazarus, created a model of behavior patterns and experiences at work (i.e., known initially as Arbeitsbezogenes Verhaltens- und Erlebensmuster – AVEM) (Antonovsky, 1987; Lazarus, 2000; Napora et al., 2017; Schaarschmidt & Fischer, 1997; Voltmer et al., 2007). Various factors put individuals’ functioning or psychological health in danger, as well as root stress experiences in the work environment, leading to the development of work-related behavior and experience patterns (AVEM) questionnaire (AVEM) by Schaarschmidt and Fischer. AVEM helps measure professional occupation-related behaviors and lifestyles, opportunities, early diagnosis of health-related risks, taking urgent precautions against them, and putting them into action. This is beyond assessing stress symptoms given physical and emotional complaints. In addition, AVEM developed in Germany has adapted to many languages, which indicates that this instrument is free of culture (Fischer & Schaarschmidt, 2003; Schaarschmidt & Kieschke, 2013). Adopting the resource-oriented approach, AVEM is focused on coping with stressful situations and can be used as a diagnostic questionnaire from the point of view of health considerations (Gencer et al., 2010; Qudsyi et al., 2019). The purpose of developing the questionnaire is to identify the particular personality types of people on this requirement. The patterns shown indicate the emotional health level associated with people's work-related behavior (Schaarschmidt & Kieschke, 2013). Three main areas are covered by the AVEM: professional commitment, adaptability, and subjective well-being in the workplace. These broad domains are assessed using 11 separate scales, such as the subjective importance of work, professional ambition, or social support experience (Schaarschmidt & Kieschke, 2013). A body of previous empirical findings has confirmed these four types (Hohensee & Weber, 2022).

Pattern G is a healthy pattern in which the individual is happy and has all the necessary predispositions for personal and professional development. Individuals identify with their profession as a source of satisfaction and emotional well-being. People with such traits cope with work-related problems more frequently through positive thinking, direct action, and help-seeking (Napora et al., 2017) and rarely show signs of mental illness (Napora et al., 2017; Zimmermann et al., 2012). They are characterized by more personal resources: emotional intelligence (Napora et al., 2017) and a sense of coherence (Basińska et al., 2011). In addition, they have a higher level of job satisfaction than those grouped as pattern S – Savings, pattern A – Excessively burdened, and pattern B – Burnt-out. Pattern S naming reflects the individual’s attitude towards work, which points to the attitude of individual savings investment at work and protection of own resources. It is mainly characterized by low subjective importance of work, professional ambition and willingness to expend energy, and a relatively low level of excellence in work (Gander et al., 2012; Pavot & Diener, 1993). Pattern S people who work in savings more frequently face work-related problems using the avoidance strategy (Napora et al., 2017). Pattern A refers to the pattern in which employees tend to be overly involved in work-related matters and complete their tasks with high perfectionism. They apply positive thinking to work and act directly; however, this mode of operation is characterized by a propensity to become overly involved in occupational matters, thus creating a risk for somatic and mental disorders (Basińska et al., 2011; Napora et al., 2017). Pattern B as the burnout pattern shows decreased professional commitment, low sense of subjective importance of the job, reduced resilience to stress, and poor understanding of inner balance. Individuals with burnout more frequently present with somatic symptoms, anxiety, insomnia, depression (Bauer et al., 2006; Napora et al., 2017) worse physical condition, and psychopathological symptoms (Bauer et al., 2006). Avoidance and resignation are the most common strategies for coping with work-related problems (Napora et al., 2017) which are not beneficial for efficiency because they include avoiding stressful situations and blocking stress from affecting emotional balance to protect mental health (Baka & Basinska, 2016).

This study

Previous studies, have shown that coping with interpersonal processes or the problems teachers are continuously confronted with is one of the primary factors influencing teacher health (Bauer et al., 2006; Unterbrink et al., 2008). These aspects also apply to student teachers (Hacker et al., 2008; Henecka & Lipowsky, 2004; Kostrzewa, 2007; Schröder & Kieschke, 2006; Schubarth et al., 2007) Student teachers, especially in the practical semester, are exposed to stress for several reasons and therefore deserve special attention. On the one hand, they are exposed to continual evaluation and judgment as both ‘‘instructing and learning’’ (or tutored and tutoring) trainees; Besides, they are anticipated to assume the role of confident teaching figures, leading students and classes, and also to represent themselves as educators and be acknowledged as such during parent-teacher meetings. (Zimmermann et al., 2012). In this regard, the results of a study have shown that almost half (46.2%) of all participants fell into the two AVEM risk patterns, which indicates that these students assess the practical semester as particularly stressful, and almost every fourth student teacher during the practical semester feels exposed to chronic exhaustion and resignation in the first weeks of the trainee program (Bolte, 2021). Other studies have also shown that student teachers may show unhealthy work-related behavior patterns due to their stressful job conditions. Since teaching is an extremely demanding profession, it is crucial for student teachers to meet the personal prerequisites for their daily work, including healthy attitudes, effective coping mechanisms, and skills. Nevertheless, personal competencies alone are insufficient; adequate preparation for their profession is also essential.

AVEM was developed in German and then adapted to other languages to reveal the different emotional issues in health. AVEM is helpful for the professional difficulties, encountered at work by expressing depressive behaviors and lifestyle habits likely to affect their health. In addition, this scale provides opportunities for early diagnosis of health-related risks, and takes urgent action against them (Fischer & Schaarschmidt, 2003) . As teaching is a demanding profession, it is important that teachers take steps to identify risks early, even when they are still students and before they officially start working.. Therefore, the present study aims to address this gap by providing AVEM psychometric properties to assess required resources, especially necessary for encounters with stress related to work. As we know, this is the first study to investigate the psychometric properties of the AVEM questionnaire for pre-service early childhood teachers in Markazi Province - Iran Therefore, the two questions that this study is answering are:

What is the validity of the Persian form of the AVEM questionnaire in pre-service early childhood teachers?

What is the reliability of the Persian form of the AVEM questionnaire in pre-service early childhood teachers?

Method

Participants

Using the convenience sampling method, the total sample (n=429 Iranian pre-service early childhood teachers), including 184 married participants (42.89%) and 256 women (59.67%), responded to an online survey. Specifically, participants were chosen from four teachers’ education university in Markazi province-Iran . The average age of the sample was 21.52 years (SD = 1.67). The summary of demographic information is presented in Table 1.

Table 1.  Sample Demographic Information

n=429

 

%

n

 

40.32

59.67

 

173

256

Gender

      male

Female

 

57.10

42.89

 

245

184

marital status

Single

Married

                                                  Note. N=429.

Measures

Demographic Scale. The demographic questionnaire consists of questions about the participant’s age, sex, and marital status.

Work-related behavior and experiences patterns questionnaires. Work-related behavior and experiences patterns questionnaires were developed by Schaarschmidt & Fischer (Schaarschmidt & Fischer, 1997; Schaarschmidt & Fischer, 2008). The structure of this questionnaire is such that it addresses three main areas and eleven scales. Each scale is also measured by six items (i.e., sixty-six items in total). The first area, i.e., professional commitment, includes five scales (subjective significance of work, professional ambition, tendency to exert, striving for perfection, and emotional distancing)—the emotional distancing loads on the second factor of professional commitment and the secondary element of resilience. The authors of the questionnaire prefer to add it to the secondary factor resilience for content reasons. The second area is called resistance to stress (resilience) which consists of three scales: balance and mental stability, resignation tendencies, and active coping with problems. The third area, subjective well-being, consists of three scales, i.e., satisfaction with work, satisfaction with life, and the experience of social support.

  Items are responded to on a 5-point Likert scale using the following response options from 1 = strongly disagree to 5 = strongly agree. In addition, this questionnaire allows differentiation between four patterns of work-related experience and coping behavior patterns when people encounter job stress. Including G “Good Health,” S “sparing of investment at work or Unambitious,” A “risk pattern ambition or Overexertion,” and B “risk pattern burnout.”

Without exception, pattern G shows the most favorable, while risk models A and B show the most negative association with employee health. Although validation criteria were very diverse: from subjective statements about the person’s well-being, perceived work skills, and assessment of current workload, to objective indicators of coping ability (days off work, physiological parameters). Schaarschmidt and Fischer (1997)Schaarschmidt and Fischer (1997)Schaarschmidt and Fischer (1997) confirmed the validity and reliability of this questionnaire’s original version (in German). They have confirmed the construct validity of AVEM through factor analysis and cluster analysis and reported that both factor structure and cluster structure of AVEM are confirmed, repeatable and reliable. Also, they have reported that based on the results of Discriminant Analysis, the degree of probability of correctly classified cases in each of the four AVEM patterns was 94.3%.

Also Kieschke and Schaarschmidt (2008)Kieschke and Schaarschmidt (2008)Kieschke and Schaarschmidt (2008) collected AVEM psychometric data from several German samples between 2000 and 2005 in six different occupational fields, whose Cronbach's alphas are presented in Table 3. van Dick and Wagner (2001)van Dick and Wagner (2001)van Dick and Wagner (2001) also evaluated the psychometric properties of AVEM on a sample of 434 German school teachers. They used an exploratory factor analysis to measure the construct validity, to examine the criterion, convergent and divergent validity of the relationship of AVEM subscales with physical complaints, days of absence, job stress, retirement intention and organizational citizenship behavior, coping behavior, social support and Job Diagnostic Survey (JDS) and used Cronbach's alpha to check internal consistency. They reported that the obtained factor analysis and reliability replicate the results of (Schaarschmidt & Fischer, 1997). They also reported that, in general, the correlation of AVEM with the mentioned criteria shows convergent, divergent, and relatively good criterion validity. They have concluded that AVEM is reliable and valid and seems useful for use in teacher research. Gencer et al. (2010)Gencer et al. (2010)Gencer et al. (2010) also reviewed the validity and reliability of the Turkish translation of AVEM. They reported that Cronbach’s alpha coefficients for 11 AVEM subscales ranged from 0.72 to 0.85. Qudsyi et al. (2019)Qudsyi et al. (2019)Qudsyi et al. (2019) also reported that the Indonesian version of the AVEM test has validity and reliability and can be used to measure empirical patterns and work-related behavior among Indonesians.

Procedure

Receiving permission and the AVEM package in German from the AVEM questionnaire developer (Andreas W. Fischer) through email, the paper’s approval was obtained from the university ethical committee (Approval ID: IR.UI.REC.1401.031). Researchers followed standard guidelines for phases of the process of translation and back-translation (Sousa & Rojjanasrirat, 2011). First, two independent collaborators fluent in Persian and German languages whose mother language was Persian revised a first translation of the scale for the Persian language, and any disagreement was solved by reaching a consensus. Then, a native German speaker performed a back-translation compared with the original by the two psychologists. Twenty pre-service early childhood teachers also conducted the AVEM Persian version to fulfill the scale and report any doubts, questions, or misunderstandings about the clarity of the instructions, response format, and sentence structure (Table 2).

After receiving this feedback, we concluded this process and began the data recruitment.  Pre-service early childhood teachers as participants were recruited using convenience sampling. We first received cooperation permission from the Farhangian University, management of campuses in Markazi Province.  Due to the Covid-19 outbreak, data was collected online by uploading questions to a website at “www.porsline.ir”. The questionnaire link was disseminated through pre-service early childhood teachers' social networks in teachers’ education institutes in Markazi province from November 9, 2021, to November 29, 2021. After obtaining the informed consent of the participants in this study, the researchers sent them the online questionnaire link. In addition to the link to the questionnaire, written and audio notice files were also attached to explain the purpose of the study, assurance of the anonymity of the questionnaires, voluntary participation, and the ability to withdraw at any time. In the end, 463 participants responded to the questionnaire, and 34 incomplete or non-eligible questionnaires were excluded from the data analysis.

Table 2. Persian version of Work-related Behaviour Patterns (P-AVEM)

 

 

Items

1

Persian

Geman

English

برای من، کار مهمترین بخش زندگی است

Die Arbeit ist für mich der wichtigste Lebensinhalt.                

Work is the most important element in my life.

2

Persian

Geman

English

من بیشتر از دوستان و آشنایانم دوست دارم در حرفه خود پیشرفت کنم

Ich möchte beruflich weiterkommen, als es die meisten meiner Bekannten geschafft haben.

I want to achieve more in my career than most of the people I know.

3

Persian

Geman

English

در صورت لزوم تا جایی که خسته شوم، کار می­کنم

Wenn es sein muss, arbeite ich bis zur Erschöpfung.

If necessary, I work until I am exhausted

4

Persian

Geman

English

کار من هرگز نباید عیب و ایرادی داشته باشد

Meine Arbeit soll stets ohne Fehl und Tadel sein.

My work should never contain errors or deficiencies

5

Persian

Geman

English

پس از پایان کار،  آن را فراموش می کنم

Zum Feierabend ist die Arbeit für mich vergessen.

After work is over I can forget about it quickly

6

Persian

Geman

English

اگر در کاری موفق نشوم به سرعت تسلیم می شوم

Wenn ich keinen Erfolg habe, resigniere ich schnell.

I quickly resign myself to lack of success

7

Persian

Geman

English

برای من، مشکلات  به این دلیل  وجود دارند که  بتوانم بر آنها غلبه کنم

Für mich sind Schwierigkeiten dazu da, dass ich sie überwinde.

For me, difficulties are there to overcome

8

Persian

Geman

English

من به آسانی ناراحت نمی­شوم

Mich bringt so leicht nichts aus der Ruhe.

I don’t get upset easily

9

Persian

Geman

English

من در زندگی حرفه ای ام  تا کنون کاملا موفق بوده ام

Mein bisheriges Berufsleben war recht erfolgreich.

Until now I have been successful in my work

10

Persian

Geman

English

تا به امروز از زندگی ام رضایت داشته ام

Mit meinem bisherigen Leben kann ich zufrieden sein.

So far, I have been satisfied with my life

11

Persian

Geman

English

همسر و نزدیکانم شغل مرا درک می­کند

Mein Partner/meine Partnerin  zeigt Verständnis für meine Arbeit.

My partner shows understandig for my work

Continued table 2 .Persian version of Work-related Behaviour Patterns (P-AVEM)

 

 

Items

12

Persian

Geman

English

شغلم همه چیز من است

Die Arbeit ist mein ein und alles.

My work is everything to me

13

Persian

Geman

English

پیشرفت در زندگی حرفه ای ام اهمیت کمی برای من دارد

Berufliche Karriere bedeutet mir wenig.

My career doesn’t mean much to me

14

Persian

Geman

English

وقتی کار می­کنم به سلامت شخصی خودم اهمیت نمی­دهم

Bei der Arbeit kenne ich keine Schonung.

I always work full out

15

Persian

Geman

English

ترجیح می­دهم به جای اینکه نتیجه کارم را با اشتباه تحویل دهم، سه بار آن را چک کنم

Ich kontrolliere lieber noch dreimal nach, als dass ich fehlerhafte Arbeitsergebnisse abliefere.

I prefer to check everything three times over rather than hand in work results containing mistakes

16

Persian

Geman

English

من حتی در اوقات فراغتم هم در مورد مشکلات محل کار فکر می­کنم

Auch in der Freizeit beschäftigen mich viele Arbeitsprobleme.

I still go on thinking about work problems in my leisure time

17

Persian

Geman

English

کنار آمدن با شکست برایم بسیار سخت است

Misserfolge kann ich nur schwer verkraften.

I find it difficult to cope with lack of success

18

Persian

Geman

English

اگر در کاری موفق نشدم، بیشتر تلاش می کنم

Wenn mir etwas nicht gelingt, sage ich mir: Jetzt erst recht!

If I don’t succeed, I say to myself: This time nothing will stop me!

19

Persian

Geman

English

من آدم بی قراری هستم

Ich bin ein ruheloser Mensch.

I am a restless person.

20

Persian

Geman

English

در کار حرفه‌ای‌ام تاکنون بیشتر موفقیت داشتم تا نا امیدی

In meiner bisherigen Berufslaufbahn habe ich mehr Erfolge als Enttäuschungen erlebt.

In my career up till now I have experienced more success than disappointments

21

Persian

Geman

English

در کل خوشحال و راضی هستم

Im Großen und Ganzen bin ich glücklich und zufrieden.

By and large, I am happy and content

22

Persian

Geman

English

خانواده من به مشکلاتی که سر کار دارم علاقه چندانی نشان نمی­دهند

Meine Familie interessiert sich nur wenig für meine Arbeitsprobleme.

My family isn’t very interested in my problems at work

23

Persian

Geman

English

حتی بدون شغلم هم می­توانم شاد باشم

Ich könnte auch ohne meine Arbeit ganz glücklich sein.

I could be quite happy without my work

24

Persian

Geman

English

در زمینه پیشرفت در کارم،  بسیار جاه طلب هستم

Was meine berufliche Entwicklung angeht, so halte ich mich für ziemlich ehrgeizig.

As far as my career is concerned, I consider myself to be fairly ambitious.

25

Persian

Geman

English

بیشتر از آنچه باید کار می­کنم

Ich arbeite wohl mehr als ich sollte.

I work more than I really should

26

Persian

Geman

English

برایم خیلی مهم هست که اشتباهی در کارم نداشته باشم

Bei meiner Arbeit habe ich den Ehrgeiz, keinerlei Fehler zu machen.

I have the ambition not to make any mistakes at work

27

Persian

Geman

English

بعد از اتمام کار به راحتی مساثل مربوط به کار را فراموش میکنم

Nach der Arbeit kann ich ohne Probleme abschalten.

After work I can switch off and easily forget problems

28

Persian

Geman

English

شکست در کار به راحتی می تواند من را دلسرد کند

Berufliche Fehlschläge können mich leicht entmutigen.

Failure at work is very discouraging for me

29

Persian

Geman

English

عدم موفقیت نه تنها مرا ناامید نمی­کند، بلکه باعث می­شود دفعه بعد بیشتر تلاش کنم

Misserfolge werfen mich nicht um, sondern veranlassen mich zu noch stärkerer Anstrengung.

Lack of success doesn’t discourage me, but makes me try even harder next time

30

Persian

Geman

English

فکر می‌کنم  سرم خیلی شلوغ هست

Ich glaube, dass ich ziemlich hektisch bin.

I consider myself to be rather hectic

Continued table 2 .Persian version of Work-related Behaviour Patterns (P-AVEM)

 

 

Items

31

Persian

Geman

English

تا به امروز، موفقیت چشمگیری را در محل کار کسب نکرده ام

Wirkliche berufliche Erfolge sind mir bisher versagt geblieben.

So far, I haven’t had great success at work

32

Persian

Geman

English

من دلایل زیادی برای خوشبین بودن به آینده ام دارم

Ich habe allen Grund, meine Zukunft optimistisch zu sehen.

I have good reason to look into the future with optimism

33

Persian

Geman

 

English

دوست دارم همسرم و نزدیکانم درک بیشتری از کار من داشته باشد

Von meinem Partner/meiner Partnerin  wünschte ich mir mehr Rücksichtnahme auf meine beruflichen Aufgaben und Probleme.

I would like my partner[1] to have more consideration for my work

34

Persian

Geman

English

شغلم برایم خیلی مهم است و من به شغلم احتیاج دارم

Ich brauche die Arbeit wie die Luft zum Atmen.

I need my work like the air I breathe

35

Persian

Geman

English

من بیش از سایرین تمایل دارم تا در مسیر شغلی­ام پیشرفت کنم

Ich strebe nach höheren beruflichen Zielen als die meisten anderen.             

I am aiming to get on further career-wise than most other people

36

Persian

Geman

English

من تمایل دارم بیشتر از توانایی هایم کار کنم

Ich neige dazu, über meine Kräfte hinaus zu arbeiten.

I tend to overwork

37

Persian

Geman

English

هر کاری می کنم باید بدون نقص  باشد

Was immer ich tue, es muss perfekt sein.

Whatever I do, it must be perfect

38

Persian

Geman

English

من در اوقات فراغت به شغل و کارم فکر نمیکنم

Feierabend ist Feierabend, da verschwende ich keinen Gedanken mehr an die Arbeit.

Leisure time is leisure time – I don’t lose any sleep over work

39

Persian

Geman

English

اگر در محل کار با شکست روبرو شوم، افسرده می شوم 

Wenn ich in der Arbeit erfolglos bin, deprimiert mich das sehr.

Failure at work makes me very depressed

40

Persian

Geman

English

اطمینان دارم که می توانم با تمام چالش های زندگی در آینده کنار بیایم 

Ich bin mir sicher, dass ich auch die künftigen Anforderungen des Lebens gut bewältigen kann.

I am sure that I’ll be able to deal with all future challenges in my life

41

Persian

Geman

English

برای اطرافیانم منبع آرامش خاطر هستم

Ich glaube, ich bin ein ruhender Pol in meinem Umfeld.

I think I am a calming influence on the people around me

42

Persian

Geman

English

تا به امروز در شغلم  تقریباً در همه چیز تاکنون موفق بوده ام

In meiner beruflichen Entwicklung ist mir bisher fast alles gelungen.

So far, I have been very successful in my career

43

Persian

Geman

English

دلیلی ندارد که از زندگی ام ناراضی باشم

Ich kann mich über mein Leben in keiner Weise beklagen.

I have no reason to be at all dissatisfied with my life

44

Persian

Geman

English

من از حمایت تمام و کمال خانواده­ام برخوردار ام

Bei meiner Familie finde ich jede Unterstützung.

I have the full support of my family

45

Persian

Geman

English

واقعاً نمی­دانم چگونه می­توانم بدون کارم زندگی کنم

Ich wüsste nicht, wie ich ohne Arbeit leben sollte.

I don’t know how I could live without my work

46

Persian

Geman

English

برای آینده شغلی ام برنامه­ها و نقشه­های بزرگی دارم

Für meine berufliche Zukunft habe ich mir viel vorgenommen.

I have great plans for my future career

47

Persian

Geman

English

اکثر روزها وقت کافی ندارم

Mein Tagesablauf ist durch chronischen Zeitmangel bestimmt.

My daily routine is characterized by a chronic lack of time

48

Persian

Geman

English

تا زمانی که کاملاً از نتیجه کارم رضایت نداشته باشم آن را تمام شده نمی­دانم

Für mich ist die Arbeit erst dann getan, wenn ich rundum mit dem Ergebnis zufrieden bin.

I don’t consider my work to be finished until I am completely satisfied with the result

 

Continued table 2 .Persian version of Work-related Behaviour Patterns (P-AVEM)

 

 

Items

49

Persian

Geman

English

مشکلات کاری  تمام روز ذهن مرا درگیر می­کند

Arbeitsprobleme beschäftigen mich eigentlich den ganzen Tag.

Problems at work occupy my mind the whole day

50

Persian

Geman

English

من به راحتی ناامید می­شوم حتی  اگر تمام تلاشم را کرده باشم و موفق نشوم

Ich verliere leicht den Mut, wenn ich trotz Anstrengung keinen Erfolg habe.

I am easily discouraged when I am unsuccessful, even though I have

        tried hard

51

Persian

Geman

English

عدم موفقیت مرا به چالش می­کشد تا بیشتر تلاش کنم

Ein Misserfolg kann bei mir neue Kräfte wecken.

Lack of success can challenge me to try harder

52

Persian

Geman

English

تقریباً می­توانم در تمامی موقعیت ها آرام بوده و بر خودم کنترل داشته باشم

Ich kann mich in fast allen Situationen ruhig und bedächtig verhalten.

I can remain calm and collected in almost all situations

53

Persian

Geman

English

زندگی من تاکنون با موفقیت حرفه ای همراه بوده است

Mein bisheriges Leben ist durch beruflichen Erfolg gekennzeichnet.

My life up till now has been characterized by success at work

 

54

Persian

Geman

English

من در برخی از جنبه های زندگی کاملا ناامید هستم

Von manchen Seiten des Lebens bin ich ziemlich enttäuscht.

I have been quite disappointed by some aspects of my life

55

Persian

Geman

English

گاهی اوقات آرزو می­کنم کاش اطرافیان بیشتر از من حمایت می­کردند

Manchmal wünschte ich mir mehr Unterstützung durch die Menschen meiner Umgebung.

Sometimes I wish I could receive more support from the people around me

56

Persian

Geman

English

در زندگی چیزهای مهمتر از کار هم وجود دارند

Es gibt Wichtigeres im Leben als die Arbeit.

There are things in life that are more important than work

57

Persian

Geman

English

یکی از مهمترین اهداف زندگی ام، موفقیت شغلی است

Beruflicher Erfolg ist für mich ein wichtiges Lebensziel.

Success at work is an important aim in my life

58

Persian

Geman

English

من تمامی توانایی ام را برای انجام شغلم بکار می­گیرم

In der Arbeit verausgabe ich mich stark.

I put everything I’ve got into my work

59

Persian

Geman

English

دوست ندارم کاری را به اتمام برسانم اگر می­شد آن را بهتر انجام  داد

Es widerstrebt mir, wenn ich eine Arbeit abschließen muss, obwohl sie noch verbessert werden könnte.

I don’t like having to finish work, which could be improved on

60

Persian

Geman

English

همیشه فکرم حول محور شغلم در گردش است

Meine Gedanken kreisen fast nur um die Arbeit.

My thoughts are always circling round my work

61

Persian

Geman

English

اگر به نوعی در کار شکست را تجربه کنم، خیلی مایوس می شوم

Wenn ich irgendwo versagt habe, kann mich das ziemlich mutlos machen.

If I have experienced some kind of failure, I can feel very discouraged

62

Persian

Geman

English

اگر در کاری موفق نشوم، پافشاری می کنم و بیشتر تلاش می کنم

Wenn mir etwas nicht gelingt, bleibe ich hartnäckig und strenge mich um so mehr an.

If I have experienced some kind of failure, I can feel very discouraged

63

Persian

Geman

English

در میان غوغا و هیاهو، آرامش خودم را حفظ می­کنم

Hektik und Aufregung um mich herum lassen mich kalt.

I remain calm in the midst of turmoil

64

Persian

Geman

English

از موفقیت های شغلی ام احساس غرور و افتخار می­کنم

Meine beruflichen Leistungen können sich sehen lassen.

I can feel proud of my achievements at work

65

Persian

Geman

English

آدم های کمی پیدا می­شوند که بیشتر من خوشحال باشند

Es dürfte nur wenige glücklichere Menschen geben als ich es bin.

There can’t be many people who are happier than I am

66

Persian

Geman

English

وقتی به کمک و راهنمایی نیاز دارم، همواره کسی را دارم که آن را از من دریغ نکند

Wenn ich mal Rat und Hilfe brauche, ist immer jemand da.

When I need help and advice, there is always someone there

Notes.

The full AVEM form (including the instructions to respondents) is available in Persian in the electronic supplementary material, together with an How to score items of the AVEM.

Data Analysis

Psychometric properties of the Persian version of the AVEM (P-AVEM) were assessed by several statistical tests as follows.

Validity

 To examine the factor structure of P-AVEM, a confirmatory factor analysis (CFA) was conducted using Structural Equation Modeling (SEM) in AMOS, version 24. Standard data-model fit statistics and their associated decision rules were used to assess the goodness of fit of the latent measurement models. Insignificant model chi-square goodness-of-fit (set at 0.05) signifies model fit. For appropriate approximate indexes, the goodness of fit index (GFI), adjusted goodness of fit index (AGFI), incremental fit index (IFI), and comparative fit index (CFI) of above 0.9 would indicate model fit (Kline, 2015). For another approximate appropriate index, root mean square error of approximation (RMSEA), and a value less than 0.08 would signify a reasonable model fit (Stevens, 2012).

Reliability

The internal consistency was assessed using Cronbach’s alpha, with a coefficient equal to or greater than 0.70, indicating adequate to excellent reliability (Cronbach, 1951). In addition, the intra-class correlation coefficient (ICC) was used to assess test-retest reliability, with 30 participants completing the questionnaire twice at a four-week interval. ICC values of .40 or above are indicative of satisfactory (r=0.81–1.0 as excellent, 0.61–0.80 very good, 0.41–0.60 good, 0.21–0.40 fair, and 0.0 to 0.20 poor) (Munro, 2005). We used SPSS, version 22, for reliability analysis.

Results

We used confirmatory factor analysis to examine the original 11-factor structure of the AVEM  (first-order factor analysis(  and 3-domonate factor structure (second order factor analysis) in the Persian language. Descriptive statistics and the structure of the AVEM were established (see Table 3).

 

Table 3.  Descriptive statistics and reliability coefficients

AVEM subscales

Item number

M

SD

Cronbach’s alpha in present study

Cronbach’s alpha in (Kieschke & Schaarschmidt, 2008)

test-retest reliability

in present study

TEA

OPI

PPE

PFB

NUR

EPR

Subjective significance of work

1, 12, 23, 34, 45, 56

12.47

3.43

.84

.84

.84

.85

.86

.83

.84

.77**

Professional ambition

2, 13, 24, 35, 46, 57

15.68

2.65

.76

.83

.85

.86

.85

.84

.81

.69**

Tendency to exert

3, 14, 25, 36, 47, 58

13.25

3.18

.73

.83

.79

.74

.75

.76

.79

.73**

Striving for perfection

4, 15, 26, 37, 48, 59,

20.13

3.15

.77

.86

.81

.80

.80

.78

.85

.74**

Emotional distancing

5, 16, 27, 38, 49, 60

9.35

2.66

.69

.86

.85

.86

.83

.87

.85

.69**

Resignation tendencies

6, 17, 28, 38, 49, 60

10.25

.54

.78

.84

.80

.80

.82

.77

.85

.83**

Active coping with problems

7, 18, 29, 40, 51, 62

23.53

3.62

.73

.81

.80

.8

.79

.77

.81

.73**

Balance and mental stability

8, 19, 30, 41, 52, 63

14.30

2.78

.81

.83

.78

.79

.81

.80

.80

.69**

Satisfaction with work

9, 20, 31, 42, 53, 64

15.33

2.49

.87

.85

.82

.83

.81

.78

.85

.74**

Satisfaction with life

10, 21, 32, 43, 54, 65

15.66

2.91

.75

.83

.75

.78

.81

.80

.79

.83**

Experience of social support

11, 22, 33, 44, 55, 66

11.86

2.16

.71

.82

.74

.74

.75

.75

.81

.66**

Notes. N = 429. **p < 0.01. TEA: teachers; OPI: officials in penal institutions; PPE: police personnel; PFB: professional fire brigade; NUR: nurses; EPR: entrepreneurs. Items 6-13-16-19-22-23-28-30-31-33-39-49-50-54-55-56-60-61 are scored inversely.

The AVEM first-order model that consists of 11 factors (66 items) obtained the required value of chi-square: χ2/df = 2.84, N = 429, and the model-to-data fit indices were very satisfactory: GFI=0.90, AGFI=0.91, IFI=0.95, CFI=0.93, TLI=0.93 and RMSEA=0.06 for the Persian version of AVEM.  Also, The second order model that consists of 3 factors obtained the required value of chi-square: χ2/df = 2.88, N = 429, and the model-to-data fit indices were very satisfactory: GFI=0.89, AGFI=0.90, IFI=0.93, CFI=0.91, TLI=0.91, and RMSEA=0.06 for the Persian version of AVEM. Results are presented in Table 4.

 

Table 4. Confirmatory factor analysis fit indices Persian version of AVEM

Model

χ2

(df)

GFI

AGFI

IFI

CFI

TLI

RMSEA

First order factor analysis

5760.646

2024

. 90

.91

.95

.93

.93

.06

Second order factor analysis

5966.716

2066

.89

.90

.93

.91

.91

.06

     Notes. N = 429.

We also investigated the factorial structure across gender. The comparison test of two first-order and second-order models )Δχ2= 206.07, df= 42, p>0.001) shows that the two models have a significant difference, and Table 4 shows that the fit indices of the first-order model are higher. Therefore, the first-order factorial model is used for measurement invariance in gender groups.

To evaluate the configural model for each group, CFI=0.742, RMSEA=0.083, there is a lack of measurement invariance (i.e., measurement non-variance) indicating that the latent constructs cannot be measured and interpreted in the same way across gender, the same factorial structure doesn't hold across gender.

The value of these indicators indicates the fit of the AVEM questionnaire model with the data (Schumacker & Lomax, 2004). In the 11-factor model, all items loaded significantly (p<0.05) on their respective factors: subjective significance of work (factor loading =-0.45  to 0.89), professional ambition (factor loading =-0.44 to 0.98), the tendency to exert (factor loading =0.59 to 0.97), striving for perfection (factor loading =0.45 to 0.89), emotional distancing (factor loading =-0.45 to 0.95), resignation tendencies (factor loading =0.53 to 0.77), active coping with problems (factor loading =0.56 to 0.96), balance and mental stability (factor loading =0.46 to 0.85), satisfaction with work (factor loading =-0.54 to 0.96), satisfaction with life (factor loading =0.45 to 0.75), the experience of social support (factor loading =-0.49 to 0.79). See Table 5 for each item’s factor loading.

 Table 5. Confirmatory factor analysis on the Persian version of AVEM

Item

Factor loading

Item

Factor loading

Item

Factor loading

Factor 1: Subjective significance of work

 

Factor 5: Emotional distancing

 

Factor 9: Satisfaction with work

 

1

.45

5

.64

9

.96

12

.75

16

-.78

20

.85

23

-.60

27

.56

31

-.54

34

.45

38

.95

42

.56

45

.89

49

-.45

53

.75

56

-.45

60

-.68

64

.75

Factor 2: Professional ambition

 

Factor 6: Resignation tendencies

 

Factor 10: Satisfaction with life

 

2

.75

6

.77

10

.45

13

-.44

17

.69

21

.75

24

.51

28

.53

32

.60

35

.98

39

.64

43

.45

46

.56

50

.54

54

-.56

57

.79

61

.62

65

.63

Factor 3: Tendency to exert

 

Factor 7: Active coping with problems

 

Factor 11: Experience of social support

 

3

.79

7

.53

11

.75

14

.64

18

.81

22

-.79

25

.97

29

.84

33

-.56

36

.59

40

.65

44

.54

47

.84

51

.96

55

-.49

Continued Table 5. Confirmatory factor analysis on the Persian version of AVEM

Item

Factor loading

Item

Factor loading

Item

Factor loading

58

.63

62

.54

66

.59

Factor 4: Striving for perfection

 

Factor 8: Balance and mental stability

 

 

 

4

.89

8

.85

 

 

15

.69

19

-.73

 

 

26

.65

30

-.74

 

 

37

.48

41

.56

 

 

48

.45

52

.65

 

 

59

.75

63

.46

 

 

Notes. N = 429

Test-retest reliability was assessed by two consecutive administrations of the questionnaires at the four-week interval. Internal consistency was evaluated using Cronbach’s alpha statistic for the total scale and domains. Cronbach’s alpha values ranged from 0.69 to 0.82. In addition, ICC ranged from 0.56 to 0.74, indicating the temporal stability of the questionnaire (See Table 3). Evaluating data obtained from 429 pre-service early childhood teachers, we found the distribution of pattern groups in descending order to be: pattern “G” (33.3%), pattern “A group risk” (30.5%), pattern “S” (16.0%) and as pattern “B group risk” (20.2%).

 Discussion

The work-related behavior and experience pattern (AVEM) questionnaire was developed to determine employees’ patterns in the face of stress at work, providing the possibility to discover various emotional problems in work and health. In addition, this scale presents opportunities, especially in the early diagnosis of health-related risks, taking urgent precautions against risks and putting them into action (Fischer & Schaarschmidt, 2003). To assess future Iranian pre-service, early childhood teachers, the present study investigated the psychometric properties of the Persian version of AVEM among them. The confirmatory factor analysis showed a Persian 11-factor structure  (first-order mode) and a 3- 3-factor model (second-order model) resembling the original one. Also, it illustrated that the Persian version of AVEM had high internal consistency and test-retest reliability.  In addition, the Persian version of the AVEM demonstrated excellent psychometric properties with acceptable to good Cronbach’s alpha coefficients for all subscales. However, these results must be validated in other cultures to support Schaarschmidt and Fischer’s model. Compared with others, these results were consistent with the results of the original version (Fischer & Schaarschmidt, 2003)  and comparable to another version in Turkey (Gencer et al., 2010) and Indonesia (Qudsyi et al., 2019). Overall, the results support the validity and reliability of the Persian version of the AVEM, which can be used to assess work-related behaviors and experience patterns.

As we know, three main areas are covered by the AVEM: professional commitment, adaptability, and subjective well-being in the workplace. These broad domains are assessed using 11 separate scales, such as the subjective importance of work, professional ambition, or social support experience (Schaarschmidt & Kieschke, 2013). Using cluster analysis of the sizes of the first AVEM sample (N = 1,598 various occupations) (Schaarschmidt & Fischer, 1996; Schaarschmidt & Fischer, 1997; Schaarschmidt & Fischer, 2008), identified four characteristic patterns, defined as “healthy” (pattern G), “Savings” (pattern S), “Over compulsion” (Risk pattern A), and “Burnout” (Risk pattern B). Various studies have empirically shown that the AVEM typology helps link workload and coping behavior to health (Schaarschmidt & Fischer, 1996). Validation criteria were very diverse: from subjective statements about the person’s well-being, perceived work skills, and assessment of current workload, to objective indicators of coping ability (days off work, physiological parameters). Without exception, pattern G shows the most favorable, while risk models A and B show the most negative association with employee health. In the emotional exhaustion scale of the Maslach Burnout Inventory (Schaarschmidt & Fischer, 2008), the risk model associated with burnout B obtained the highest score.

The effect of teacher mental health and work stress has received increasing attention in many countries in recent years. Psychosocial stress at work is a long-standing problem in the teaching profession, and the consequences of the psychosocial load on teachers, as well as the risk of poor mental health, have been the subject of several epidemiological studies in recent years (Haydon et al., 2018); coping patterns and personality factors, such as low self-efficacy (Montgomery & A Rupp, 2005), lack of a proactive attitude (Schwarzer et al., 2000), unrealistic demands (Schmitz et al., 2002) and low job satisfaction may contribute to teachers’ low mental health. These aspects also apply to future teachers or candidates for service (Amini et al., 2011; Gustems-Carnicer et al., 2019; Hacker et al., 2008; Harmsen et al., 2018; Nabavi, 2021).

         AVEM can be used during pre-service early childhood teachers' education to assess the extent to which they report work behaviors associated with occupational stress and dissatisfaction (Oetjen, 2023). Pre-service teachers who tend to feel overwhelmed and helpless in stressful work situations should be identified early so they can be offered support (Böckelmann et al., 2022). In addition, considering AVEM allows distinguishing between four types of work-related behavior patterns in the face of occupational stress (Gencer et al., 2010; Qudsyi et al., 2019), more targeted interventions can be designed for each group of pre-service early childhood teachers  (Amini et al., 2011; Gustems-Carnicer et al., 2019; Hacker et al., 2008; Harmsen et al., 2018; Nabavi, 2021).

In conclusion, this study showed that the AVEM scale is a reliable and valid measurement tool within the profession of teaching in asserting work-related behavior and experience patterns for pre-service teachers.

Limitations and future directions

When interpreting and generalizing the results, some limitations needed to be considered. Although the sample size was sufficiently large to run all of the conducted analyses, robustly, and the sample was reasonably representative regarding the demographic variables of teachers, first, it could be argued that the results were limited to the sample since the study only included teachers.

Second, as the cross-sectional design does not show a causal interpretation and the study was merely conducted to clear the status of the participants, future studies should favor longitudinal designs.

Third, acknowledging that teachers each year are different, it could be argued that the analyses should have been calculated separately for each year (e.g., freshmen should be separated from seniors).

Forth, In this study, we utilized an online questionnaire for data collection, which may introduce biases or distortions in our results due to potential issues such as self-selection bias, response bias, or misinterpretation of questions by participants. While online surveys offer convenience and access to a wider pool of respondents, it's important to acknowledge their limitations and consider potential implications for the reliability and validity of our findings.

Also, due to the fact that we did not include convergent and divergent validity in the models for measuring validity of AVEM, we suggest that future researchers should measure this type of validity in addition to other types of validity.

Disclosure statement

 No potential conflict of interest was reported by the authors.

[1] or the person to whom you are closest

Amini, N., SHikhiyaei, M., & Fakori, Z. (2011). Coping skills with mental health of women's teacher's. Quarterly Journal of Woman and Society, 2(6), 103-128. https://doi.org/https://dorl.net/dor/20.1001.1.20088566.1390.2.6.6.7
Antonovsky, A. (1987). Unraveling the mystery of health: How people manage stress and stay well. Jossey-bass.
Badri Azarin, Y., Abdavi, F., & Akbarzadeh, A. (2014). The relationship between occupational stress and the quality of work life of physical education teachers in East Azarbaijan province. Journal of Modern Psychological Researches of the University of Tabriz, 9(33), 1-16.
Baka, L., & Basinska, B. A. (2016). Psychometric properties of the polish version of the Oldenburg Burnout Inventory (OLBI)/Psychometryczne wlasciwosci polskiej wersji oldenburskiego kwestionariusza wypalenia zawodowego (OLBI). Medycyna Pracy, 67(1), 29-42.
Basińska, M. A., Andruszkiewicz, A., & Grabowska, M. (2011). Nurses’ sense of coherence and their work related patterns of behaviour. International Journal of Occupational Medicine and Environmental Health, 24(3), 256-266. https://doi.org/10.2478/S13382-011-0031-1
Bauer, J., Stamm, A., Virnich, K., Wissing, K., Müller, U., Wirsching, M., & Schaarschmidt, U. (2006). Correlation between burnout syndrome and psychological and psychosomatic symptoms among teachers. International Archives of Occupational and Environmental Health, 79(3), 199-204. https://doi.org/10.1007/s00420-005-0050-y
Bayani, A. A., & Samiei, R. (2015). The Effect of Job Stress and Job Burnout on Mental Health of Elementary Teachers: Examining A Hypothetical Model [Research]. Iranian Journal of Health Education and Health Promotion, 2(4), 312-321. http://journal.ihepsa.ir/article-1-191-fa.html
Betke, K., Basińska, M. A., & Andruszkiewicz, A. (2021). Nurses’ sense of coherence and stress management strategies against the types of health status. Nursing Open, 8(6), 3403-3410. https://doi.org/https://doi.org/10.1002/nop2.886
Böckelmann, I., Thielmann, B., & Schumann, H. (2022). Mental and physical stress in the emergency medical services: association of work-related behavior and the consequences of stress. Bundesgesundheitsblatt, Gesundheitsforschung, Gesundheitsschutz, 65(10), 1031-1042.
Bolte, C. (2021, Nov 2021). Affective aspects of learning how to teach science and of teaching science classes the first times Science Education in the light of Global Sustainable Development:-trends and possibilities, Denmark.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. https://doi.org/10.1007/BF02310555
Fischer, A. W., & Schaarschmidt, U. (2003). Beanspruchungsmuster im Pflegeberuf. In E. Ulich (Ed.), Arbeitspsychologie in Krankenhaus und Arztpraxis. Arbeitsbedingungen, Belastungen, Ressourcen. Bern: Hube.
Gander, F., Proyer, R. T., Ruch, W., & Wyss, T. (2012). The good character at work: an initial study on the contribution of character strengths in identifying healthy and unhealthy work-related behavior and experience patterns. International Archives of Occupational and Environmental Health, 85(8), 895-904. https://doi.org/10.1007/s00420-012-0736-x
Gencer, R. T., Boyacioglu, H., Kiremitci, O., & Dogan, B. (2010). Psychometric Properties of Work-Related Behavior and Experience Patterns (AVEM) Scale. Hacettepe University Journal of Education, 38, 138-149.
Ghadimi moghadam, m. m., & Hosseini tabatabaei, f. (2006). prevalence of burnout syndrome and its relationship with gender, education level, job classification, and geographical location among teachers and employees of the education organization. psychological research, 9(17), 56-73.
Gustems-Carnicer, J., Calderón, C., & Calderón-Garrido, D. (2019). Stress, coping strategies and academic achievement in teacher education students. European Journal of Teacher Education, 42(3), 375-390. https://doi.org/10.1080/02619768.2019.1576629
habibi asgarabad, m., besharat, m. a., & fadaei, z. (2007). renormalization of kyriacou and sutcliffe's teachers' stress prevalence, source and symptoms scale (tss). journal of psychology (tabriz university), 2(6), 1-32.
Hacker, W., Looks, P., Winkelmann, C., Krahl, G., & Krahl, C. (2008). Möglichkeiten zur gesundheits- und leistungsfördernden Gestaltung der Lehrarbeit: Primärprävention. In A. Krause, H. Schüpbach, E. Ulich, & M. Wülser (Eds.), Arbeitsort Schule: Organisations- und arbeitspsychologische Perspektiven (pp. 261-288). Gabler. https://doi.org/10.1007/978-3-8349-9551-3_10
Harmsen, R., Helms-Lorenz, M., Maulana, R., & van Veen, K. (2018). The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching, 24(6), 626-643. https://doi.org/10.1080/13540602.2018.1465404
Harper, E., & Wilson, R. (2020). Work in early childhood education: Protocol of a systematic review. International Journal of Educational Research, 103, 101622. https://doi.org/https://doi.org/10.1016/j.ijer.2020.101622
Hasselhorn, H.-M., & Nübling, M. (2004). Arbeitsbedingte psychische Erschöpfung bei Erwerbstätigen in Deutschland. Arbeitsmedizin, Sozialmedizin, Umweltmedizin, 39(11), 568-576.
Haydon, T., Leko, M. M., & Stevens, D. (2018). Teacher Stress: Sources, Effects, and Protective Factors. Journal of Special Education Leadership, 31(2), 99–107.
Henecka, H. P., & Lipowsky, F. (2004). Vom Lehramtsstudium in den Beruf: Statuspassagen in pädagogische und außerpädagogische Berufsfelder; Ergebnisse einer repräsentativen PH-Absolventenbefragung in Baden-Württemberg. Heidelberg: Mattes.
Hohensee, E., & Weber, K. E. (2022). Teacher Trainees’ Well-Being—The Role of Personal Resources. International Journal of Environmental Research and Public Health, 19(14), 8821. https://www.mdpi.com/1660-4601/19/14/8821
Kalani, S., Z.H, M., & Janbozorgi, M. (2017). Positive character strengths and coping Patterns with job stress. Quarterly Journal of Career & Organizational Counseling, 9(31), 85-106.
Kieschke, U., & Schaarschmidt, U. (2008). Professional commitment and health among teachers in Germany: A typological approach. Learning and Instruction, 18(5), 429-437.
Kline, R. B. (2015). The mediation myth. Basic and Applied Social Psychology, 37(4), 202-213.
Kostrzewa, F. (2007). Lehrerbildung im Diskurs (Vol. 3). LIT Verlag Münster.
Lazarus, R. S. (2000). Estrés y Emoción. Manejo e Implicaciones en Nuestra Salud [Stress and Emotion. A New Syntesis]. Bilbao: Desclée de Brouwer.
Mašková, I. (2023). Work-related coping behaviour and experience patterns in university students: a review of 20  years of research [Review]. Frontiers in Psychology, 14, 1062749. https://doi.org/10.3389/fpsyg.2023.1062749
Montgomery, C., & A Rupp, A. (2005). A Meta-Analysis for Exploring the Diverse Causes and Effects of Stress in Teachers. Canadian Journal of Education / Revue canadienne de l'éducation, 28(3), 458-486. https://doi.org/10.2307/4126479
Munro, B. H. (2005). Statistical methods for health care research (Vol. 1). Philadelphia: lippincott williams & wilkins.
Nabavi, S. S. (2021). Predicting the mental health of Student Teachers' based on the variables of self-efficacy and social support. Research in Teacher Education(RTE), 3(2), 153-135.
Napora, E., Andruszkiewicz, A., & Basińska, M. A. (2017). Types of work-related behavior and experiences and stress coping strategies among single mothers and mothers in relationships differentiating role of work satisfaction. International Journal of Occupational Medicine and Environmental Health, 31(1), 55-69.
Oetjen, B. (2023). Why Inclusive Resources Matter—The Importance of Inclusive Internal Resources for Strain and Intended Inclusive Practices of Pre-Service Teachers. Education Sciences, 13(5), 523. https://www.mdpi.com/2227-7102/13/5/523
Otrębski, W. (2023). Are they ready? Moderators of the correlation between work affect and job satisfaction felt by teachers of inclusive and special schools. Health Psychology Report, 11(1), 1-9. https://czasopisma.bg.ug.edu.pl/index.php/HPR/article/view/8186
Pavot, W., & Diener, E. (1993). Review of the Satisfaction With Life Scale. Psychological Assessment, 5(2), 164-172. https://doi.org/10.1037/1040-3590.5.2.164
Pilger, A., Haslacher, H., Meyer, B. M., Lackner, A., Nassan-Agha, S., Nistler, S., Stangelmaier, C., Endler, G., Mikulits, A., Priemer, I., Ratzinger, F., Ponocny-Seliger, E., Wohlschläger-Krenn, E., Teufelhart, M., Täuber, H., Scherzer, T. M., Perkmann, T., Jordakieva, G., Pezawas, L., & Winker, R. (2018). Midday and nadir salivary cortisol appear superior to cortisol awakening response in burnout assessment and monitoring. Scientific Reports, 8(1), 9151. https://doi.org/10.1038/s41598-018-27386-1
Qudsyi, H., Kusumaningrum, F. A., Utami, D. S., Fahmie, A., Afsari, N., Iqbal, M. M., & Stueck, M. (2019). Adaptation of avem (arbeitsbezogenes vehaltens-und erlebensmuster) test to measure work-related behavior and experience patterns. international journal of scientific & technology research, 8(6), 62-69.
Sankelo, M., & Åkerblad, L. (2009). Nurse entrepreneurs’ well-being at work and associated factors. Journal of Clinical Nursing, 18(22), 3190-3199. https://doi.org/https://doi.org/10.1111/j.1365-2702.2008.02666.x
Schaarschmidt, U., & Fischer, A. (1996). AVEM: arbeitsbezogene Verhaltens-und Erlebnismuster. Swets Test Services.
Schaarschmidt, U., & Fischer, A. (1997). AVEM-ein diagnostisches Instrument zur Differenzierung von Typen gesundheitrelevanten Verhaltens und Erlebens gegenüber der Arbeit. Zeitschrift für Differentielle und Diagnostische Psychologie, 18, 151-163.
Schaarschmidt, U., & Fischer, A. W. (2008). Arbeitsbezogenes Verhaltens-und Erlebensmuster: AVEM (Standardform), AVEM-44 (Kurzform). Pearson.
Schaarschmidt, U., & Kieschke, U. (2013). Beanspruchungsmuster im Lehrerberuf Ergebnisse und Schlussfolgerungen aus der Potsdamer Lehrerstudie. In M. Rothland (Ed.), Belastung und Beanspruchung im Lehrerberuf: Modelle, Befunde, Interventionen (pp. 81-97). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-531-18990-1_5
Schmitz, E., Hillert, A., Lehr, D., Pecho, L., & Deibl, C. (2002). Risikofaktoren späterer Dienstunfähigkeit: Zur möglichen prognostischen Bedeutung unrealistischer Ansprüche an den Lehrerberuf. German Journal of Human Resource Management, 16(3), 415-432. https://doi.org/10.1177/239700220201600307
Schröder, E., & Kieschke, U. (2006). Bewältigungsmuster im Lehramtsstudium. Eine Untersuchung an den Universitäten Münster und Potsdam. In W. Schubarth & M. Pohlenz (Eds.), Qualitätsentwicklung und Evaluation in der Lehrerbildung. Die zweite Phase: Das Referendariat. Heidelberg: Universitätsverlag.
Schubarth, W., Speck, K., Gladasch, U., & Seidel, A. (2007). Die zweite Phase der Lehrerausbildung aus Sicht der Brandenburger Lehramtskandidatinnen–die Potsdamer LAK-Studie. In Forschung zur Lehrerbildung. Kompetenzentwicklung und Programmevaluation. Heidelberg: Universitätsverlag.
Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. Mahwah, New Jersey, London : psychology press.
Schwarzer, R., Schmitz, G. S., & Tang, C. (2000). Teacher Burnout in Hong Kong and Germany: A Cross-Cultural Validation of the Maslach Burnout Inventory. Anxiety, Stress, & Coping, 13(3), 309-326. https://doi.org/10.1080/10615800008549268
Seo, S., & Yuh, J. (2022). Mindfulness and Resilience as Mediators in the Relationship Between Job-Related Stress and Teacher–Child Interaction Among Early Childhood Educators. Early Childhood Education Journal, 50(7), 1209-1219. https://doi.org/10.1007/s10643-021-01250-w
Siegrist, J., & Li, J. (2020). Effort-Reward Imbalance and Occupational Health. In T. Theorell (Ed.), Handbook of Socioeconomic Determinants of Occupational Health: From Macro-level to Micro-level Evidence (pp. 355-382). Springer International Publishing. https://doi.org/10.1007/978-3-030-31438-5_14
Sousa, V. D., & Rojjanasrirat, W. (2011). Translation, adaptation and validation of instruments or scales for use in cross-cultural health care research: a clear and user-friendly guideline. Journal of Evaluation in Clinical Practice, 17(2), 268-274. https://doi.org/https://doi.org/10.1111/j.1365-2753.2010.01434.x
Stevens, J. P. (2012). Applied multivariate statistics for the social sciences. Routledge.
Unterbrink, T., Zimmermann, L., Pfeifer, R., Wirsching, M., Brähler, E., & Bauer, J. (2008). Parameters influencing health variables in a sample of 949 German teachers. International Archives of Occupational and Environmental Health, 82(1), 117-123. https://doi.org/10.1007/s00420-008-0336-y
van Dick, R., & Wagner, U. (2001). Der AVEM im Lehrerberuf: Eine Validierungsstudie. Zeitschrift für Differentielle und Diagnostische Psychologie, 22(4), 267-278. https://doi.org/http://dx.doi.org/10.1024//0170-1789.22.4.267
Voltmer, E., Kieschke, U., & Spahn, C. (2007). Work-related behaviour and experience patterns of physicians compared to other professions. Swiss medical weekly, 137(3132), 448-448.
Voltmer, E., Köslich-Strumann, S., Walther, A., Kasem, M., Obst, K., & Kötter, T. (2021). The impact of the COVID-19 pandemic on stress, mental health and coping behavior in German University students – a longitudinal study before and after the onset of the pandemic. BMC Public Health, 21(1), 1385. https://doi.org/10.1186/s12889-021-11295-6
Zimmermann, L., Unterbrink, T., Pfeifer, R., Wirsching, M., Rose, U., Stößel, U., Nübling, M., Buhl-Grießhaber, V., Frommhold, M., Schaarschmidt, U., & Bauer, J. (2012). Mental health and patterns of work-related coping behaviour in a German sample of student teachers: a cross-sectional study. International Archives of Occupational and Environmental Health, 85(8), 865-876. https://doi.org/10.1007/s00420-011-0731-7