ROLE OF TEACHERS AFFECTIVE SUPPORT FOR REDUCING STUDENTS EMOTIONAL EXHAUSTION IN HIGHER EDUCATION IN PAKISTAN

http://dx.doi.org/10.31703/gssr.2023(VIII-II).26      10.31703/gssr.2023(VIII-II).26      Published : Jun 2
Authored by : NasirAli , ShahnawazTunio , NarjisUnar

26 Pages : 284-298

References

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  • Baron, R. M., & Kenny, D. A. (1986). The Moderator–Mediator Variable Distinction in Social Psychological research: Conceptual, strategic, and Statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022- 3514.51.6.1173
  • Barukčić, I. (2022). Causal inference and study design. Causation, 17(2), 5–72. https://doi.org/10.5281/zenodo.6299686
  • Blanco‐Donoso, L. M., Moreno‐Jiménez, J., Gallego‐Alberto, L., Amutio, A., Moreno‐ Jiménez, B., & Garrosa, E. (2021). Satisfied as professionals, but also exhausted and worried!!: The role of job demands, resources and emotional experiences of Spanish nursing home workers during the COVID‐19 pandemic. Health & Social Care in the Community, 30(1), e148–e160. https://doi.org/10.1111/hsc.13422
  • Blegur, J., Rajagukguk, C. P. M., & Rosari, R. (2022). EMPOWERING A SUPPORTIVE PHYSICAL EDUCATION LEARNING CULTURE FOR THE DEVELOPMENT OF STUDENTS’ SOCIAL SELF-ESTEEM. Facta Universitatis, Series: Physical Education and Sport, 025–034. https://doi.org/10.22190/fupes201111003 b
  • Bughrara, M. S., Swanberg, S. M., Lucia, V. C., Schmitz, K., Jung, D., & Wunderlich- Barillas, T. (2022). Beyond COVID-19: the impact of recent pandemics on medical students and their education: a scoping review. Medical Education Online, 28(1). https://doi.org/10.1080/10872981.2022.2 139657
  • Chaaban, Y. (2022). ICT in ELT: a mixed methods study of Lebanese national policies, university courses and English teachers Macquarie University].
  • Chang, C. Y., Hwang, G. J., & Gau, M. L. (2022). Promoting students' learning achievement and self‐efficacy: A mobile chatbot approach for nursing training. British Journal of Educational Technology, 53(1), 171-188. https://doi.org/10.1111/bjet.13158
  • Charoensukmongkol, P., & Phungsoonthorn, T. (2020). The effectiveness of supervisor support in lessening perceived uncertainties and emotional exhaustion of university employees during the COVID-19 crisis: the constraining role of organizational intransigence. The Journal of General Psychology, 148(4), 1–20. https://doi.org/10.1080/00221309.2020.1 795613
  • Chen, J., Ghardallou, W., Comite, U., Ahmad, N., Ryu, H. B., Ariza-Montes, A., & Han, H. (2022). Managing Hospital Employees’ Burnout through Transformational Leadership: The Role of Resilience, Role Clarity, and Intrinsic Motivation. International Journal of Environmental Research and Public Health, 19(17), 10941. https://doi.org/10.3390/ijerph191710941
  • Chigeda, F., Ndofirepi, T. M., & Steyn, R. (2022). Continuance in organizational commitment: The role of emotional intelligence, work‐life balance support, and work‐related stress. Global Business and Organizational Excellence, 42(1), 22–38. https://doi.org/10.1002/joe.22172
  • Chun, Y., Sagas, M., & Wendling, E. (2022). The Intervening Effects of Perceived Organizational Support on COVID-19 Pandemic Stress, Job Burnout and Occupational Turnover Intentions of Collegiate Sport Athlete-Facing Professionals. Sustainability, 14(11), 6807. https://doi.org/10.3390/su14116807
  • Demirören, M., Turan, S., & Öztuna, D. (2016). Medical students’ self-efficacy in problem- based learning and its relationship with self- regulated learning. Medical Education Online, 21(1), 30049. https://doi.org/10.3402/meo.v21.30049
  • Díaz-Noguera, M. D., Hervás-Gómez, C., De la Calle-Cabrera, A. M., & López-Meneses, E. (2022). Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 19(2), 654. https://doi.org/10.3390/ijerph19020654
  • Fornell, C., & Larcker, D. F. (1981). Structural Equation Models with Unobservable Variables and Measurement Error: Algebra and Statistics. Journal of Marketing Research, 18(3), 382-388. https://doi.org/10.2307/3150980
  • Geisser, S. (1975). The Predictive Sample Reuse Method with Applications. Journal of the American Statistical Association, 70(350), 320–328. https://doi.org/10.1080/01621459.1975.1 0479865
  • Gellisch, M., Wolf, O. T., Minkley, N., Kirchner, W. H., Brüne, M., & Brand‐Saberi, B. (2022). Decreased sympathetic cardiovascular influences and hormone‐physiological changes in response to Covid‐19‐related adaptations under different learning environments. Anatomical Sciences Education, 15(5), 811–826. https://doi.org/10.1002/ase.2213
  • Ghods, A. A., Ebadi, A., Sharif Nia, H., Allen, K. A., & Ali‐Abadi, T. (2022). Academic burnout in nursing students: An explanatory sequential design. Nursing Open.
  • Granziera, H., Martin, A. J., & Collie, R. J. (2023). Teacher well-being and student achievement: A multilevel analysis. Social Psychology of Education. https://doi.org/10.1007/s11218-022- 09751-1
  • Guay, F. (2022). Applying self-determination theory to education: Regulations types, psychological needs, and autonomy supporting behaviors. Canadian Journal of School Psychology, 37(1), 75–92. https://doi.org/10.1177/08295735211055 355
  • Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 24(3), 175–213. https://doi.org/10.1023/a:100561422825 0
  • Haftador, A. M., Shirazi, F., & Mohebbi, Z. (2021). Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic? BMC Medical Education, 21(1), 1–8. https://doi.org/10.1186/s12909-021- 02929-9
  • Hair, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modelling (PLS-SEM). SAGE Publications.
  • Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a Silver Bullet. Journal of Marketing Theory and Practice, 19(2), 139– 152. https://doi.org/10.2753/MTP1069- 6679190202
  • Hair, J. F., Sarstedt, M., Hopkins, L., & Kuppelwieser, V. G. (2014). Partial least squares structural equation modeling (PLS- SEM) An emerging tool in business research. European Business Review, 26(2), 106-121. https://doi.org/10.1108/ebr-10-2013-0128
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Cite this article

    APA : Ali, N., Tunio, S., & Unar, N. (2023). Role of Teachers' Affective Support for Reducing Students' Emotional Exhaustion in Higher Education in Pakistan. Global Social Sciences Review, VIII(II), 284-298. https://doi.org/10.31703/gssr.2023(VIII-II).26
    CHICAGO : Ali, Nasir, Shahnawaz Tunio, and Narjis Unar. 2023. "Role of Teachers' Affective Support for Reducing Students' Emotional Exhaustion in Higher Education in Pakistan." Global Social Sciences Review, VIII (II): 284-298 doi: 10.31703/gssr.2023(VIII-II).26
    HARVARD : ALI, N., TUNIO, S. & UNAR, N. 2023. Role of Teachers' Affective Support for Reducing Students' Emotional Exhaustion in Higher Education in Pakistan. Global Social Sciences Review, VIII, 284-298.
    MHRA : Ali, Nasir, Shahnawaz Tunio, and Narjis Unar. 2023. "Role of Teachers' Affective Support for Reducing Students' Emotional Exhaustion in Higher Education in Pakistan." Global Social Sciences Review, VIII: 284-298
    MLA : Ali, Nasir, Shahnawaz Tunio, and Narjis Unar. "Role of Teachers' Affective Support for Reducing Students' Emotional Exhaustion in Higher Education in Pakistan." Global Social Sciences Review, VIII.II (2023): 284-298 Print.
    OXFORD : Ali, Nasir, Tunio, Shahnawaz, and Unar, Narjis (2023), "Role of Teachers' Affective Support for Reducing Students' Emotional Exhaustion in Higher Education in Pakistan", Global Social Sciences Review, VIII (II), 284-298
    TURABIAN : Ali, Nasir, Shahnawaz Tunio, and Narjis Unar. "Role of Teachers' Affective Support for Reducing Students' Emotional Exhaustion in Higher Education in Pakistan." Global Social Sciences Review VIII, no. II (2023): 284-298. https://doi.org/10.31703/gssr.2023(VIII-II).26