Effects of spurned help and self-esteem on self-protective reactions of primary school teachers

Research output: Contribution to journalArticles

Abstract

This study examined (a) the extents to which primary school teachers experienced spurning of their help by peer teachers, (b) how spurned teachers reacted, and (c) how teachers’ self-esteem and importance attached to their teaching abilities influenced their reactions. Seven hundred eighty teachers in Guangzhou, China, responded to 3 waves of questionnaires assessing the variables under study. The results showed that the teachers experienced a moderate level of spurning, were seemingly threatened by the spurning, and reacted by disparaging the personal attributes of rejecting peers, with their self-esteem and importance attached to their teaching abilities exerting moderating effects. Copyright © 2017 Taylor & Francis.
Original languageEnglish
Pages (from-to)38-48
JournalBasic and Applied Social Psychology
Volume39
Issue number1
Early online date31 Oct 2016
DOIs
Publication statusPublished - 2017

Citation

Wong, K. S., & Cheuk, W. H. (2017). Effects of spurned help and self-esteem on self-protective reactions of primary school teachers. Basic and Applied Social Psychology, 39(1), 38-48. doi: 10.1080/01973533.2016.1245659

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