Experience of being spurned: Coping style, stress preparation, and depersonalization in beginning kindergarten teachers

Kwok Sai Tricia CHEUK-WONG, Wai Hing CHEUK, Sidney ROSEN

Research output: Contribution to journalArticles

Abstract

The primary objective of this study was to examine whether recurrent rejection of offers of help by peer teachers would induce depersonalization in kindergarten teachers. Another objective was to examine whether a predominantly problem-focused coping style would be more effective than a predominantly emotion-focused coping style in reducing the negative impact of being spurned. The third objective was to assess whether preparedness for rejection could prevent the experience of being spurned. New kindergarten teachers in the city of Macau, China, responded, at three points in time, to questionnaires addressing the variables of interest: before the school term, six months into their work, and another four months later. As hypothesized, being spurned produced depersonalization, with such effects being reduced more by a predominantly problem-focused coping style than by a predominantly emotion-focused style. The effects of stress preparation also were obtained. Copyright © 2007 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)141-154
JournalJournal of Research in Childhood Education
Volume22
Issue number2
DOIs
Publication statusPublished - Dec 2007

Citation

Wong, K. S., Cheuk, W. H., & Rosen, S. (2007). Experience of being spurned: Coping style, stress preparation, and depersonalization in beginning kindergarten teachers. Journal of Research in Childhood Education, 22(2), 141-154. doi: 10.1080/02568540709594618

Keywords

  • Teacher Education
  • Teacher Education and Professional Development

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