Impacto del COVID-19Los riesgos psicosociales en docentes no universitarios

Referencias bibliográficas

• Al Lily, A. E., Ismail, A. F., Abunasser, F. M. y Alhajhoj Alqahtani, R. H. (2020). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in Society, 63, 101317. https://doi.org/10.1016/j.techsoc.2020.101317 DOI: https://doi.org/10.1016/j.techsoc.2020.101317
• Anderson, R. C., Bousselot, T., Katz-Buoincontro, J. y Todd, J. (2021). Generating Buoyancy in a Sea of Uncertainty: Teachers Creativity and Well-Being During the COVID-19 Pandemic. Frontiers in Psychology, 11, 614774. https://www.frontiersin.org/article/10.3389/fpsyg.2020.614774 DOI: https://doi.org/10.3389/fpsyg.2020.614774
• Bailey, T., Dollard, M. y Richards, P. (2014). A National Standard for Psychosocial Safety Climate (PSC): PSC 41 as the Benchmark for Low Risk of Job Strain and Depressive Symptoms. Journal of Occupational Health Psychology, 20(1), 15-26. https://doi.org/10.1037/a0038166 DOI: https://doi.org/10.1037/a0038166
• Bergh, L. I. V., Leka, S. y Zwetsloot, G. I. J. M. (2018). Tailoring Psychosocial Risk Assessment in the Oil and Gas Industry by Exploring Specific and Common Psychosocial Risks. Safety and Health at Work, 9(1), 63–70. https://doi.org/10.1016/j.shaw.2017.05.001 DOI: https://doi.org/10.1016/j.shaw.2017.05.001
• Besser, A., Lotem, S. y Zeigler-Hill, V. (2020). Psychological Stress and Vocal Symptoms Among University Professors in Israel: Implications of the Shift to Online Synchronous Teaching During the COVID-19. Pandemic. Journal of Voice, 36(2) 291.e9−291.e16. https://doi.org/10.1016/j.jvoice.2020.05.028 DOI: https://doi.org/10.1016/j.jvoice.2020.05.028
• Bottiani, J. H., Duran, C. A. K., Pas, E. T. y Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of School Psychology, 77, 36–51. https://doi.org/10.1016/j.jsp.2019.10.002 DOI: https://doi.org/10.1016/j.jsp.2019.10.002
• Burgos Angulo, D. J., Rendón Lainez, V. M., Díaz Nivela, C. de L., Aguirre Chiriguayo, J. T., Peralta Zuñiga, G. A. y Angulo de León, T. A. (2020). La relajación y estrés laboral en el personal docente: Una revisión sistemática. Lecturas: Educación Física y Deportes, 25(266), 109–123. https://doi.org/10.46642/efd.v25i266.1617 DOI: https://doi.org/10.46642/efd.v25i266.1617
• Caparrós, A. (3 de marzo de 2020). Valencia registra la primera muerte de un paciente con coronavirus en España. ABC de Sevilla. https://sevilla.abc.es/espana/comunidad-valenciana/abci-hombre-habia-contagiado-coronavirus-murio-13-febrero-valencia-202003032010_noticia.html
• Cárdenas, A. P. B. y Fernández, I. O. (2020). Síndrome de burnout y su incidencia en el ámbito laboral. Revista de Investigación Formativa: Innovación y Aplicaciones Técnico - Tecnológicas, 2(1), 78–86. https://doi.org/10.34070/rei.v2i1.217
• Cheng, L. (2021). The Implications of EFL/ESL Teachers’ Emotions in Their Professional Identity Development. Frontiers in Psychology, 12, 755592 https://www.frontiersin.org/article/10.3389/fpsyg.2021.755592 DOI: https://doi.org/10.3389/fpsyg.2021.755592
• Colao, A., Piscitelli, P., Pulimeno, M., Colazzo, S., Miani, A. y Giannini, S. (2020). Rethinking the role of the school after COVID-19. The Lancet Public Health, 5(7), e370. https://doi.org/10.1016/S2468-2667(20)30124-9 DOI: https://doi.org/10.1016/S2468-2667(20)30124-9
• Cortés Rojas, J. L. y Cortés Rojas, J. L. (2021). El estrés docente en tiempos de pandemia. Dilemas contemporáneos: educación, política y valores, 8(n.esp1.), 6 https://doi.org/10.46377/dilemas.v8i.2560 DOI: https://doi.org/10.46377/dilemas.v8i.2560
• Cox, T. y Griffiths, A. (2005). The nature and measurement of work-related stress: Theory and practice. En: J.R. Wilson y N. Corlett (Eds.) Evaluation of Human Work. Routledge. DOI: https://doi.org/10.1201/9781420055948.ch19
• Cuella, A. y Álvarez, R. (2019). Riesgos psicosociales en el profesorado de educación secundaria. [Trabajo Fin de Máster], Universidad de Zaragoza. https://zaguan.unizar.es/record/87198
• Cuervo Carabel, T., Orviz Martínez, N., Arce García, S. y Fernández Suárez, I. (2018). Technostress in Communication and Technology Society: Scoping Literature Review from the Web of Science. Archivos de prevencion de riesgos laborales, 1, 18–25. https://doi.org/10.12961/aprl.2018.21.1.04 DOI: https://doi.org/10.12961/aprl.2018.21.01.4
• Elshaer, N. S. M., Moustafa, M. S. A., Aiad, M. W. y Ramadan, M. I. E. (2018). Job Stress and Burnout Syndrome among Critical Care Healthcare Workers. Alexandria Journal of Medicine, 54(3), 273–277. https://doi.org/10.1016/j.ajme.2017.06.004 DOI: https://doi.org/10.1016/j.ajme.2017.06.004
• Fernández, A. (8 de septiembre de 2020). Impacto del COVID-19 en la salud psicológica de los docentes. Affor Health. https://afforhealth.com/mas-de-la-mitad-docentes-muestra-ansiedad-COVID-19/
• Fernández Arata, M. (2008). Burnout, autoeficacia y estrés en maestros peruanos: Tres estudios fácticos. Ciencia y Trabajo, 10(30) 120–125.
• Gallegos, W. L. A., Iturrizaga, I. M. y Salinas, M. A. M. (2014). El modelo demanda control de karasek y su relación con la creatividad docente en profesores de nivel primario de Arequipa. Revista de Psicología (Trujillo), 16(1), 64–77. https://revistas.ucv.edu.pe/index.php/revpsi/article/view/481
• Gil-Monte, P. R. (2016). La Batería UNIPSICO: Propiedades psicométricas de las escalas que evalúan los factores psicosociales de demanda. Archivos de Prevención de Riesgos Laborales, 19(2), 86–94. https://doi.org/10.12961/aprl.2016.19.02.2 DOI: https://doi.org/10.12961/aprl.2016.19.02.2
• Gómez, R. A. F. y Valle, C. M. Z. (2021). Impacto psicológico en los docentes de educación primaria a causa de la COVID-19. ACADEMO, Revista de Investigación en Ciencias Sociales y Humanidades, 8(2), 129–139. https://doi.org/10.30545/academo.2021.jul-dic.2 DOI: https://doi.org/10.30545/academo.2021.jul-dic.2
• Gu, Y., Wang, R. y You, X. (2020). Recovery Experiences Moderate the Impact of Work Stressors on Well-Being: A Two-Wave Study of Preschool Teachers. Early Childhood Education Journal, 48(2), 189–202. https://doi.org/10.1007/s10643-019-00994-w DOI: https://doi.org/10.1007/s10643-019-00994-w
• Guadix Martín, J., Carrillo-Castrillo, J. A., Onieva, L. y Lucena, D. (2015). Strategies for psychosocial risk management in manufacturing. Journal of Business Research, 68(7), 1475-1480. https://doi.org/10.1016/j.jbusres.2015.01.037 DOI: https://doi.org/10.1016/j.jbusres.2015.01.037
• Hadar, L. L., Ergas, O., Alpert, B. y Ariav, T. (2020). Rethinking teacher education in a VUCA world: Student teachers’ social-emotional competencies during the COVID-19 crisis. European Journal of Teacher Education, 43(4), 573–586. https://doi.org/10.1080/02619768.2020.1807513 DOI: https://doi.org/10.1080/02619768.2020.1807513
• Jennings, P. A. y Greenberg, M. T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693 DOI: https://doi.org/10.3102/0034654308325693
• Karasek, R. A. (1979). Job Demands, Job Decision Latitude, and Mental Strain: Implications for Job Redesign. Administrative Science Quarterly, 24(2), 285–308. https://doi.org/10.2307/2392498 DOI: https://doi.org/10.2307/2392498
• Kim, L. E. y Asbury, K. (2020). ‘Like a rug had been pulled from under you’: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90(4), 1062–1083. https://doi.org/10.1111/bjep.12381 DOI: https://doi.org/10.1111/bjep.12381
• Lancker, W. V. y Parolin, Z. (2020). COVID-19, school closures, and child poverty: A social crisis in the making. The Lancet Public Health, 5(5), e243–e244. https://doi.org/10.1016/S2468-2667(20)30084-0 DOI: https://doi.org/10.1016/S2468-2667(20)30084-0
• Linde, P. (31 de enero de 2020). Sanidad confirma en La Gomera el primer caso de coronavirus en España. El País. https://elpais.com/sociedad/2020/01/31/actualidad/1580509404_469734.html
• Lizana, P. A., Vega-Fernadez, G., Gomez-Bruton, A., Leyton, B. y Lera, L. (2021). Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis. International Journal of Environmental Research and Public Health, 18(7), 3764. https://doi.org/10.3390/ijerph18073764 DOI: https://doi.org/10.3390/ijerph18073764
• Llorca-Rubio, J. L., Llorca-Pellicer, M., Gil-Monte, P. R. y Gil-LaOrden, P. (2021). Validación psicométrica de la batería UNIPSICO en valenciano/catalán: Análisis de las escalas que evalúan las variables psicosociales de recursos. Anuario de Psicología/The UB Journal of Psychology, 51(3), 177-18. https://doi.org/10.1344/ANPSIC2021.51/3.32677 DOI: https://doi.org/10.1344/ANPSIC2021.51/3.32677
• MacIntyre, P. D., Gregersen, T. y Mercer, S. (2020). Language teachers’ coping strategies during the COVID-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352 DOI: https://doi.org/10.1016/j.system.2020.102352
• Makhdoom, I. F., Atta, M. y Malik, N. I. (2019). Counterproductive Work Behaviors as an Outcome of Job Burnout among High School Teachers. Bulletin of Education and Research, 41(2), 79–92. https://files.eric.ed.gov/fulltext/EJ1229449.pdf
• Martínez, L. M. (2020). Riesgos psicosociales y estrés laboral en tiempos de COVID-19: Instrumentos para su evaluación. Revista de Comunicación y Salud, 10(2), 301–321. https://doi.org/10.35669/rcys.2020.10(2).301-321 DOI: https://doi.org/10.35669/rcys.2020.10(2).301-321
• Maslach, C., Schaufeli, W. B. y Leiter, M. P. (2001). Job Burnout. Annual Review of Psychology, 52(1), 397–422. https://doi.org/10.1146/annurev.psych.52.1.397 DOI: https://doi.org/10.1146/annurev.psych.52.1.397
• McLean, L., Taylor, M. y Jimenez, M. (2019). Career choice motivations in teacher training as predictors of burnout and career optimism in the first year of teaching. Teaching and Teacher Education, 85, 204–214. https://doi.org/10.1016/j.tate.2019.06.020 DOI: https://doi.org/10.1016/j.tate.2019.06.020
• Mejía, J. C., Silva, C. A. y Rueda, Y. M. (2020). Ruta de atención psicosocial para docentes con síndrome de burnout a causa de la cuarentena generada por el COVID-19. Revista de Investigación en Gestión Industrial, Ambiental, Seguridad y Salud en el Trabajo - GISST, 2(2), 133–142. https://doi.org/10.34893/gisst.v2i2.86
• Real Decreto 463/2020, de 14 de marzo, por el que se declara el estado de alarma para la gestión de la situación de crisis sanitaria ocasionada por el COVID-19. Boletín Oficial del Estado, 67, de 14 de marzo de 2020, 25390-25400. https://www.boe.es/eli/es/rd/2020/03/14/463
• Mora, C. E. M., Guachamín, G. E. B. y Guachamín, J. A. B. (2021). Impacto de la pandemia de COVID-19 en los docentes: Burnout, ansiedad y depresión. Runae, (6) 41–60. https://revistas.unae.edu.ec/index.php/runae/article/view/488
• Moreno Jiménez, B. (2011). Factores y riesgos laborales psicosociales: Conceptualización, historia y cambios actuales. Medicina y Seguridad del Trabajo, 57 (S1), 4–19. https://doi.org/10.4321/S0465-546X2011000500002 DOI: https://doi.org/10.4321/S0465-546X2011000500002
• Nielsen, K. M., Jørgensen, M., Milczarek, M. y Lorenzo, M. (2019). Healthy workers, thriving companies - a practical guide to wellbeing at work: Tackling psychosocial risks and musculoskeletal disorders in small businesses. Publications Office. https://data.europa.eu/doi/10.2802/237140
• Osifila, G. I. y Abimbola, A. T. (2020). Workload and lecturers’ job satisfaction in Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria. Journal of Education and Learning (EduLearn), 14(3), 416–423. https://doi.org/10.11591/edulearn.v14i3.16140 DOI: https://doi.org/10.11591/edulearn.v14i3.16140
• Panisoara, I. O., Lazar, I., Panisoara, G., Chirca, R. y Ursu, A. S. (2020). Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress. International Journal of Environmental Research and Public Health, 17(21), 8002. https://doi.org/10.3390/ijerph17218002 DOI: https://doi.org/10.3390/ijerph17218002
• Patiño Navarrete, G. J. (2021). Niveles de ansiedad y depresión en la práctica docente por confinamiento [Trabajo de Titulación]. Universidad Internacional SEK Ecuador. https://repositorio.uisek.edu.ec/handle/123456789/4088
• Penado Abilleira, M., Rodicio-García, M.-L., Ríos-de Deus, M. P. y Mosquera-González, M. J. (2021). Technostress in Spanish University Teachers During the COVID-19 Pandemic. Frontiers in Psychology, 12, 617650. https://www.frontiersin.org/article/10.3389/fpsyg.2021.617650 DOI: https://doi.org/10.3389/fpsyg.2021.617650
• Prado-Gascó, V., Gómez-Domínguez, M. T., Soto-Rubio, A., Díaz-Rodríguez, L. y Navarro-Mateu, D. (2020). Stay at Home and Teach: A Comparative Study of Psychosocial Risks Between Spain and Mexico During the Pandemic. Frontiers in Psychology, 11. 566900. https://www.frontiersin.org/article/10.3389/fpsyg.2020.566900 DOI: https://doi.org/10.3389/fpsyg.2020.566900
• Ribeiro, B. M. D. S. S., Scorsolini-Comin, F., Dalri, R. de C. de M. B., Ribeiro, B. M. D. S. S., Scorsolini-Comin, F. y Dalri, R. de C. de M. B. (2020). Ser docente en el contexto de la pandemia de COVID-19: Reflexiones sobre la salud mental. Index de Enfermería, 29(3), 137–141. http://ciberindex.com/index.php/ie/article/view/e12983 DOI: https://doi.org/10.4321/S1132-12962020000100019
• Rodrigues, L. T. M., Lago, E. C., Landim Almeida, C. A. P., Ribeiro, I. P., Mesquita, G. V., Rodrigues, L. T. M., Lago, E. C., Landim Almeida, C. A. P., Ribeiro, I. P. y Mesquita, G. V. (2020). Estrés y depresión en docentes de una institución pública de enseñanza. Enfermería Global, 19(57), 209–242. https://doi.org/10.6018/eglobal.19.1.383201 DOI: https://doi.org/10.6018/eglobal.19.1.383201
• Rodríguez, R. G., Parrales, L. V. S., Segovia, F. D. y Macías, A. M. (2021). El síndrome de burnout y sus consecuencias en la salud mental de los docentes: Síndrome de burnout y salud mental. Revista Científica Sinapsis, 1(19). https://doi.org/10.37117/s.v19i1.392 DOI: https://doi.org/10.37117/s.v19i1.392
• Schaufeli, W. B., Desart, S. y De Witte, H. (2020). Burnout Assessment Tool (BAT)—Development, Validity, and Reliability. International Journal of Environmental Research and Public Health, 17(24), 9495. https://doi.org/10.3390/ijerph17249495 DOI: https://doi.org/10.3390/ijerph17249495
• Schonfeld, I. S., Verkuilen, J. y Bianchi, R. (2019). Inquiry into the correlation between burnout and depression. Journal of Occupational Health Psychology, 24(6), 603–616. https://doi.org/10.1037/ocp0000151 DOI: https://doi.org/10.1037/ocp0000151
• Shackleton, N., Bonell, C., Jamal, F., Allen, E., Mathiot, A., Elbourne, D. y Viner, R. (2019). Teacher Burnout and Contextual and Compositional Elements of School Environment. The Journal of School Health, 89(12), 977–993. https://doi.org/10.1111/josh.12839 DOI: https://doi.org/10.1111/josh.12839
• Tarafdar, M., Tu, Q. y Ragu-Nathan, T. S. (2010). Impact of Technostress on End-User Satisfaction and Performance. Journal of Management Information Systems, 27(3), 303–334. https://doi.org/10.2753/MIS0742-1222270311 DOI: https://doi.org/10.2753/MIS0742-1222270311
• Travers, C. (2017). Current Knowledge on the Nature, Prevalence, Sources and Potential Impact of Teacher Stress. En: T. McIntyre, S. McIntyre y D. Francis (Eds.) Educator Stress. Aligning Perspectives on Health, Safety and Well-Being (pp. 23–54). Springer. https://doi.org/10.1007/978-3-319-53053-6_2 DOI: https://doi.org/10.1007/978-3-319-53053-6_2
• Valero Cedeño, N. J., Vélez Cuenca, M. F., Duran Mojica, Á. A. y Torres Portillo, M. (2020). Afrontamiento del COVID-19: Estrés, miedo, ansiedad y depresión. Enfermería Investiga, 5(3), 63-70. https://doi.org/10.31243/ei.uta.v5i3.913.2020 DOI: https://doi.org/10.31243/ei.uta.v5i3.913.2020
• Vander Elst, T., De Witte, H. y De Cuyper, N. (2014). The Job Insecurity Scale: A psychometric evaluation across five European countries. European Journal of Work and Organizational Psychology, 23(3), 364–380. https://doi.org/10.1080/1359432X.2012.745989 DOI: https://doi.org/10.1080/1359432X.2012.745989
• Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C. y Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. The Lancet Child y Adolescent Health, 4(5), 397–404. https://doi.org/10.1016/S2352-4642(20)30095-X DOI: https://doi.org/10.1016/S2352-4642(20)30095-X
• Xu, Z. y Yang, F. (2021). The impact of perceived organizational support on the relationship between job stress and burnout: A mediating or moderating role? Current Psychology, 40(1), 402–413. https://doi.org/10.1007/s12144-018-9941-4 DOI: https://doi.org/10.1007/s12144-018-9941-4
• Zadok-Gurman, T., Jakobovich, R., Dvash, E., Zafrani, K., Rolnik, B., Ganz, A. B. y Lev-Ari, S. (2021). Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 18(7), 3689. https://doi.org/10.3390/ijerph18073689 DOI: https://doi.org/10.3390/ijerph18073689
• Zapf, D., Vogt, C., Seifert, C., Mertini, H. y Isic, A. (1999). Emotion work as a source of stress: The concept and development of an instrument. European Journal of Work and Organizational Psychology, 8(3), 371-400. https://doi.org/10.1080/135943299398230 DOI: https://doi.org/10.1080/135943299398230
• Zavala, J. Z. (2008). Estrés y burnout docente: Conceptos, causas y efectos. Educación, 17(32), 67–86. https://revistas.pucp.edu.pe/index.php/educacion/article/view/1802 DOI: https://doi.org/10.18800/educacion.200801.004
• Zhou, X. y Yao, B. (2020). Social support and acute stress symptoms (ASSs) during the COVID-19 outbreak: Deciphering the roles of psychological needs and sense of control. European Journal of Psychotraumatology, 11(1), 1779494. https://doi.org/10.1080/20008198.2020.1779494 DOI: https://doi.org/10.1080/20008198.2020.1779494