ERIC Number: EJ1397306
Record Type: Journal
Publication Date: 2023
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0829-5735
EISSN: EISSN-2154-3984
Self-Care of Canadian School Psychology Graduate Students
Canadian Journal of School Psychology, v38 n4 p349-372 2023
This study assessed the predictive nature of professional self-care practices on various outcome variables (academic performance, psychological well-being, and affect) and investigated if self-care influenced the relationship between perceived stress and psychological well-being amongst school psychology graduate students across Canada. Participants included 102 Canadian school psychology graduate students (female: 94, male: 8, "M"age: 26.9). Results indicated that professional support and life balance self-care practices predicted increased psychological well-being and that life balance predicted positive affect. Additionally, the results indicated that professional self-care practices strengthened the inverse relationship between perceived stress and psychological well-being, suggesting that self-care practices can buffer the negative effects of perceived stress on well-being. These results highlight the important role that professional self-care plays for school psychology trainees and may guide researchers and practitioners on ways to improve self-care intervention practices within professional and training settings.
Descriptors: Caring, Self Management, Foreign Countries, Graduate Students, School Psychology, Predictor Variables, Academic Achievement, Well Being, Affective Behavior
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A