اصغری ابراهیمآباد، م.، سلطانی، س.، و صلایانی، ف. (1399). نقش تعهد سازمانی بر فرسودگی شغلی مدرسان با میانجیگری شوخطبعی. پژوهش نامه روانشناسی مثبت، 6(4)، 1- 16.
امیراحمدی آهنگ، م.، کرامتی، ر.، و تنهای رشوانلو، ف. (1396). مدل ساختاری ارتباط میان استرس، خودکارآمدی و فرسودگی شغلی در مدرسان ابتدایی.
جامعهشناسی آموزش و پرورش، 3(2)، 97-106.
https://doi.org/10.22034/ijes.2021.133434.0
پوررجب، پناهی درچه، صادقی، بابااحمدی و میلانی، ستار. (2020). عوامل مؤثر در فرسودگی شغلی مدرسان. مجله پیشرفتهای نوین در علوم رفتاری، 5(42)، 34-55.
حسینزاده بندقیری، ع.، رضوی، ع.، و فاضلی، ع. (1397). تاثیر خودکارآمدی و سرسختی روانشناختی بر فرسودگی شغلی با میانجیگری انگیزش شغلی: مطالعه موردی کارکنان کتابخانههای عمومی استان خوزستان. تحقیقات اطلاعرسانی و کتابخانههای عمومی، ۲۴(۳)، ۴۹۴-۴۷۹.
سپاهمنصور، م.، شهریاری احمدی، م.، و شهامی، ن. (1391). رابطه بین کیفیت زندگی، رضایت شغلی و فرسودگی شغلی مدرسان. تحقیقات مدیریت آموزشی، 3(3)، 91-110.
شرفی، ز.، اکبری، م.، احمدیان، ح.، و حسنی، ر. (1400). نقش واسطهای سخترویی و خودکارآمدی شغلی بر اساس حمایت اجتماعی در پیشبینی فرسودگی شغلی در کارکنان یک بیمارستان نظامی. ابن سینا، 23(1)، 4-14.
علیاکبری دهکردی، م.، علیپور، ا.، طرقه، م. (1392). تاثیر شوخ طبعی بر میزان فرسودگی شغلی پرستاران شهر قزوین (1390). مجله علمی دانشگاه علوم پزشکی قزوین، 17(5)، 62-65.
مختارخان، ا. (1400). بررسی رابطه فرسودگی شغلی و خودکارآمدی در مدرسان متوسطه اول؛ با تاکید بر نقش میانجیگری سخترویی. پژوهشهای کاربردی در مشاوره، ۴(۲)، ۱-۲۹.
Abel, M. (2002). Humor, stress, and coping strategies. Humor, 15(4), 365-381.
Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout.
Educational Research Review, 12, 30-44.
https://doi.org/10.1016/j.edurev.2014.05.003
Aflakseir, A., & Nemati, O. (2018). Association between work-related stress and burnout among a group of the elementary and high school teachers in Zarrin-Dasht–Fars.
International Journal of School Health, 5(2), 1-4.
https://doi.org/10.5812/intjsh.64096
Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovy, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers.
Psychology in the Schools, 47(4), 406–417.
https://doi.org/10.1002/pits.20478
Berk, R. (2002). Humor as an instructional defibrillator. Stylus Publishing.
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman/Times Books/ Henry Holt & Co.
Bandura, A. (2006). Self-efficacy beliefs of adolescents. Charlotte, NC: Information Age Publishing.
Brasfield, M. W., Lancaster, C., & Xu, Y. J. (2019). Wellness as a mitigating factor for teacher burnout.
Journal of Education, 199(3), 166–178.
https://doi.org/10.1177/0022057419864525
Bach, A., & Hagenauer, G. (2022). Joy, anger, and anxiety during the teaching practicum: how are these emotions related to dimensions of pre-service teachers’ self-efficacy?
Zeitschrift für Bildungsforschung,
12(2), 295-311.
https://doi.org/10.1007/s35834-022-00343-9
Cherniss, C. (1993). Role of professional self-efficacy in the etiology and amelioration of burnout.
http://dx.doi.org/10.4324/9781315227979-11
Ding, J., & He, L. (2022). On the association between Chinese EFL teachers’ academic buoyancy, self-efficacy, and burnout.
Frontiers in Psychology, 13, 947434.
https://doi.org/10.3389/fpsyg.2022.947434
Downs, V., Javidi, M., & Nussbaum, J. (1988). An analysis of teachers’ verbal communication within the college classroom: Use of humor, self-disclosure, andnarratives.
Communication Education, 37, 127-141.
https://doi.org/10.1080/03634528809378710
Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: The mediating role of emotion regulation.
Iranian Journal of Language Teaching Research, 9(2), 13-37.
https://doi.org/10.30466/ijltr.2021.121043
Fallah, N., Abdolahzadeh, F., & Yaaghobi, M. (2023). Mindfulness and anxiety among foreign language teachers: The role of cognitive reappraisal and self-efficacy.
Mindfulness, 14, 3020–3032.
https://doi.org/10.1007/s12671-023-02259-5
Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students.
Educational Psychologist, 56(4), 250-264.
https://doi.org/10.1080/00461520.2021.1985501
Freudenberger, H. J. (1974). Staff burnout.
Journal of Social Issues, 30, 159-65
https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization.
Teaching and teacher education,
18(6), 675-686.
https://doi.org/10.1016/S0742-051X(02)00027-6
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error.
Journal of marketing research,
18(1), 39-50.
https://doi.org/10.1177/002224378101800104
Glasser, W. (1997). Choice theory and student success. The Education Digest, 63, 16-21.
Gold, Y. (1984). The factorial validity of the Maslach Burnout Inventory in a sample of California elementary and junior high school classroom teachers.
Educational and Psychological Measurement,
44(4), 1009-1016.
https://doi.org/10.1177/0013164484444024
Gold, Y. (1985). Burnout: Causes and solutions.
Clearing House, 58(5), 210–212.
https://doi.org/10.1080/00098655.1985.9955539
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2013). Partial least squares structural equation modeling: Rigorous applications, better results and higher acceptance.
Long range planning,
46(1-2), 1-12.
https://doi.org/10.1016/j.lrp.2013.01.001
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Harmsen, R., Helms-Lorenz, M., Maulana, R., & van Veen, K. (2018). The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition,
Teachers and Teaching, 24(6), 626-643.
https://doi.org/10.1080/13540602.2018.1465404
Hayes, A. F. (2013). Mediation, moderation, and conditional process analysis. Introduction to mediation, moderation, and conditional process analysis: A regression-based approach, 1(6), 12-20.
Herman, K. C., Hickmon-Rosa, J., & Reinke, W.M. (2017). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes.
Journal of Positive Behavior Interventions, 20(2), 90-100.
https://doi.org/10.1177/1098300717732066
Hiver, P., & Dornyei, Z. (2017). Language teacher immunity: A double-edged sword.
Applied Linguistics, 38(3), 405–423.
https://doi.org/10.1093/applin/amv034
Ho, S. K. (2015). The relationship between teacher stress and burnout in Hong Kong: positive humour and gender as moderators.
Educational Psychology.
https://doi.org/10.1080/01443410.2015.1120859
Jansen in de Wal, J., van Alphen, T., Schuitema, J., Andre, L., Jongerling, J., & Peetsma, T. (2024). The relationship between teachers’ stress and buoyancy from day to day: Two daily diary studies. Contemporary Educational Psychology, 77, Article 102276.
https://doi.org/10.1016/j.cedpsych.2024.102276
Jackson, S. E., Schwab, R. L., & Schuler, R. S. (1986). Toward an understanding of the burnout phenomenon.
Journal of Applied psychology,
71(4), 630.
https://doi.org/10.1037/0021-9010.71.4.630
Jerrim, J., Sims, S., & Oliver, M. (2023). Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS.
Teachers and Teaching,
29(2), 220-240.
https://doi.org/10.1080/13540602.2022.2159365
Kaufman, P., & Schipper, J. (2018). Teaching with compassion: An educator’s oath to teach from the heart. Rowman & Littlefield.
Khany, R., & Azimi Amoli, F. (2015). Examining the effect of sense of humor on self-efficacy: An exploration of English teachers’ beliefs in Aviation University. Third International Conference on Applied Research in Language Studies, Tehran,
https://civilica.com/doc/457925
Khany, R., & Mirzaee, A. (2015). How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context?
Educational Psychology, 35(1), 93–109.
https://doi.org/10.1080/01443410.2014.981510
Kim H., Choi, H., &Han, S. (2022). The effect of sense of humor and empathy on the interpersonal adaptation. Personality and Individual Differences
https://doi.org/10.1016/j.paid.2022.111791
Kyriacou, C., & Pratt, J. (1985). Teacher stress and psychoneurotic symptoms.
British Journal of Educational Psychology, 55, 61-64.
https://doi.org/10.1111/j.2044-8279.1985.tb02607.x
Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis.
Educational Research Review, 12, 59-76.
https://doi.org/10.1016/j.edurev.2014.06.001
Leiter, M. P., & Maslach, C. (2016). Latent burnout profiles: A new approach to understanding the burnout experience.
Burnout Research, 3(4), 89-100.
https://doi.org/10.1016/j.burn.2016.09.001
Liao, Y.H., Lee, M. F., Sung, Y. T., & Chen, H. C. (2023). The effects of humor interventionon teenagers’ sense of humor, positive emotions, and learning ability: A positive psychological perspective.
Journal of Happiness Studies,
24, 1-19.
https://doi.org/10.1007/s10902-023-00654-2
Liu Z., Li, Y., Zhu, W., He, Y., & Li, D. (2022) A meta-analysis of teachers’ job burnout and Big Five Personality Traits.
Frontiers in Education.
https://doi.org/10.3389/feduc.2022.822659
Lefcourt, H. (2001). Humor: The psychology of living buoyantly. Kluwer Academic.
Lewis, R. (1999). Teachers coping with the stress of classroom discipline. Social Psychology of Education 3, 155-171.
Lazarides, R., & Warner, L.M. (2020). Teacher self-efficacy.
Oxford research encyclopedia of education, 1-22.
http://dx.doi.org/10.1093/acrefore/9780190264093.013.890
Lipińska-Grobelny, A., & Narska, M. (2021). Self-efficacy and psychological well-being of teachers.
E-mentor, 3(90), 4-10.
https://doi.org/10.15219/em90.1517
Martin, R., & Lefcourt, H. (1984). Sense of humor as a moderator of the relation between stressors and moods.
Journal of Personality and Social Psychology, 47, 145-155.
https://psycnet.apa.org/doi/10.1037/0022-3514.45.6.1313
Madigan D. J., & Kim L. E. (2021). Towards an understanding of teacher attrition: a meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit.
Teacher and Teacher Education 105:103425.
https://doi.org/10.1016/j.tate.2021.10342
Mesmer-Magnus, J., Glew, D. J., & Viswesvaran, C. (2012). A meta-analysis of positive humor in the workplace.
Journal of Managerial Psychology, 27(2), 155–190.
https://doi.org/10.1108/02683941211199554
Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual (3rd ed.). Consulting Psychologist.
Maslach, C. (1982). Burnout: The cost of caring. Prentice-Hall.
Martin, R. A. (2007). The psychology of humor: An integrative approach. Elsevier Academic Press.
Martin, R. A., Puhlik-Doris, P., Larsen, G., Gray, J., & Weir, K. (2003). Individual differences in uses of humor and their relation to psychological well-being: Development of the humor styles questionnaire.
Journal of Research in Personality, 37(1), 48–75.
https://doi.org/10.1016/S0092-6566(02)00534-2
Maslach, C., & Leiter, M.P. (2016). Understanding the burnout experience: recent research and its implications for psychiatry.
World Psychiatry, 15(2), 103-111.
https://doi.org/10.1002/wps.20311
Milstein, M. and Farkas, J. (1988). The Over‐Stated Case of Educator Stress.
Journal of Educational Administration,
26(2), 232-249.
https://doi.org/10.1108/eb009951
Muris, P. (2002). Relationships between self-efficacy and symptoms of anxiety disorders and depression in a normal adolescent sample.
Personality and individual differences,
32(2), 337-348.
https://doi.org/10.1016/S0191-8869(01)00027-7
Mouradkarimi, M., & Mehdinezhad, V. (2018). Predicting self-efficacy of secondary school principals through their style of humor.
Anadolu Journal of Educational Sciences International (AJESI), 8(1), 33-51.
https://doi.org/10.18039/ajesi.393876
Nezu A. M., Blissett S. E., Nezu C. M. (1988). Sense of humor as a moderator of the relation between stressful events and psychological distress: A prospective analysis.
Journal of Personality and Social Psychology, 54, 520–525.
https://doi.org/10.1037/0022-3514.54.3.520
Oh, J., & Wolf, S. (2023). Negative effects of teacher burnout on student executive function and social-emotional outcomes.
Educational Psychology, 43(4), 304–325.
https://doi.org/10.1080/01443410.2023.2205067
Polio, H., & Humphreys, W. (1996). What award-winning lecturers say about their teaching: It's all about connection.
College Teaching, 44(3),
101-106.
https://doi.org/10.1080/87567555.1996.9925562
Papastylianou, A., Kaila, M., & Polychronopoulos, M. (2009). Teachers’ burnout, depression, role ambiguity and conflict.
Social Psychological Education, 12, 295-314.
https://doi.org/10.1007/s11218-008-9086-7
Pishghadam, R., Adamson, B., Sadafian, S. S., & Kan, F. L.F. (2014). Conceptions of assessment and teacher burnout.
Assessment in Education: Principles, Policy & Practice, 21(1), 34–51.
https://doi.org/10.1080/0969594X.2013.817382
Russell, D.W., Altmaier, E., & Van Velzen, D. (1987). Job-related stress, social support, and burnout among classroom teachers.
Journal of Applied Psychology,
72(2), 269.
https://doi.org/10.1037/0021-9010.72.2.269
Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation.
British Journal of Educational Psychology, 85(4), 519–532.
https://doi.org/10.1111/bjep.12089
Scott, S.B. (2019). Factors influencing teacher burnout and retention strategies.
Honors Research Projects. 798.
https://ideaexchange.uakron.edu/honors_research_projects/798
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations.
Teaching and Teacher Education, 26(4), 1059–1069.
https://doi.org/10.1016/j.tate.2009.11.001
St-Amand, J., Smith, J., & Goulet, M. (2024). Is teacher humor an asset in classroom management? Examining its association with students’ well-being, sense of school belonging, and engagement.
Current Psychology, 43, 2499–2514.
https://doi.org/10.1007/s12144-023-04481-9
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure.
Psychological Bulletin, 133(1), 65–94.
https://doi.org/10.1037/0033-2909.133.1.65.
Schaufeli, W.B. & Enzmann, D. (1998). The burnout companion to study & practice: A critical analysis. Taylor & Francis.
http://dx.doi.org/10.1201/9781003062745
Stevens, J. P. (1996). Applied multivariate statistics for the social sciences. Taylor & Francis.
Tabachnick, B. G., & Fidell, L. S. (1996). Using multivariate statistics (3rd edition). Harper Collins.
Talbot, L. A., & Lumden, D. B. (2000). On the association between humor and burnout.
Humor: International Journal of Humor Research, 13, 419-428.
https://doi.org/10.1515/humr.2000.13.4.419
Thorson, J., & Powell, F. (1993). Development and validation of a multidimensional sense of humor scale.
Journal of Clinical Psychology, 49(1), 13-23.
https://doi.org/10.1002/1097-4679(199301)49:1%3C13::AID-JCLP2270490103%3E3.0.CO;2-S
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure.
Review of educational research,
68(2), 202-248.
https://doi.org/10.3102/00346543068002202
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct.
Teaching and Teacher Education,
17(7), 783-805.
https://doi.org/10.1016/S0742-051X(01)00036-1
Vaezi, S., & Fallah, N. (2011). The relationship between emotional intelligence and burnout among Iranian EFL teachers.
Journal of Language Teaching and Research, 5(2), 1122-1129.
https://doi.org/10.4304/jltr.2.5.1122-1129
Vaezi, S., & Fallah, N. (2012). Sense of humor and emotional intelligence as predictors of stress among EFL teachers.
Journal of Language Teaching and Research,
3(3), 584-591.
http://dx.doi.org/10.4304/jltr.3.3.584-591
Vandenberghe, R., & Huberman, A. M. (1999). Understanding and Preventing Teacher Burnout: A Sourcebook of International Research and Practice. Cambridge: Cambridge University Press.
Wang, C. C., Godecker, A., & Rose, S. L. (2022). Adaptive and maladaptive humor styles are closely associated with burnout and professional fulfillment in members of the society of gynecologic oncology.
Gynecologic Oncology Reports, 42, 101020.
https://doi.org/10.1016/j.gore.2022.101020
Wooten, K. C. (1996). Predictors of client satisfaction in executive outplacement: Implications for service delivery. Journal of Employment Sampling, 33(3), 106-116.
Yada, A., Leskinen, M., Savolainen, H., & Schwab, S. (2022). Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education.
Teaching and Teacher Education,
109.
https://doi.org/10.1016/j.tate.2021.103521
