Academic antecedents of Depression and Anxiety among school Staff in Amsterdam: Interplay of Psychological Capital and Emotional Support
Keywords:
Work Pressure, Perceived Academic Stress, Depression, Anxiety, Psychological Capital, Emotional Support, Depression Cognitive Behavioural Theory
Abstract
Aim: This study aims to investigate the effects of academic stress factors on anxiety and depression in Amsterdam school personnel, as well as the role played by psychological capital, emotional support, and depression cognitive behavioral theory.
Methodology: The study used a quantitative research approach, and 235 staff members and teachers who work in private schools in Amsterdam, Netherlands, provided data for the survey using a convenient sample technique. Structured equation modeling has been used to test study hypotheses. The study makes use of quantitative research methodology, which future researchers may augment with additional methodologies.
Findings: At Time1, longitudinal data was gathered, and 300 individuals’ demographic information was gathered along with the independent factors. The same participants’ data for the moderator, mediator, and DVS was gathered at time 2. At time 2, we had 275 completed surveys. We were left with a final response rate of 235 after excluding the incomplete and partially filled responses. A total of 235 full paired responses or 59% of the total were received and will be considered for data analysis. In addition to benefiting educators and researchers, this research study will advance the field and benefit children and parents.
Implications/Novel Contribution: Nevertheless, the important variables under investigation were constrained to a tiny sample from particular towns and organizations, making it impossible to extrapolate to a sizable population.
References
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Brooks-Hall, E., Foster-Estwick, A., Juma, D., Lewis, P., Power, L., & Rogers, M. Online peer support training to promote adolescents’ emotional support skills, mental health and agency during COVID-19: A pilot randomised controlled trial.
Brown, A., & Shenker, N. (2021). Experiences of breastfeeding during COVID19: Lessons for future practical and emotional support. Maternal & child nutrition, 17(1), e13088.
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Capone, V., Joshanloo, M., & Park, M. S.-A. (2019). Burnout, depression, efficacy beliefs, and work-related variables among school teachers. International Journal of Educational Research, 95, 97-108.
Carayon, P., & Zijlstra, F. (1999). Relationship between job control, work pressure and strain: Studies in the USA and in The Netherlands. Work & Stress, 13(1), 32-48.
Chen, Q., Kong, Y., Niu, J., Gao, W., Li, J., & Li, M. (2019). How leaders’ psychological capital influence their followers’ psychological capital: social exchange or emotional contagion. Frontiers in Psychology, 10, 1578.
Clabaugh, A., Duque, J. F., & Fields, L. J. (2021). Academic stress and emotional well-being in United States college students following onset of the COVID-19 pandemic. Frontiers in Psychology, 765.
Dosil Santamaria, M., Idoiaga Mondragon, N., Berasategi Sancho, N., & Ozamiz Echevarria, N. (2021). Teacher stress, anxiety and depression at the beginning of the academic year during the COVID-19 pandemic.
Goswami, A. K., & Agrawal, R. K. (2023). It’sa knowledge centric world! Does ethical leadership promote knowledge sharing and knowledge creation? Psychological capital as mediator and shared goals as moderator. Journal of Knowledge Management, 27(3), 584-612.
Green, Z. A., Faizi, F., Jalal, R., & Zadran, Z. (2022). Emotional support received moderates academic stress and mental well-being in a sample of Afghan university students amid COVID-19. International Journal of Social Psychiatry, 68(8), 1748-1755.
Hair, J., Hollingsworth, C. L., Randolph, A. B., & Chong, A. Y. L. (2017). An updated and expanded assessment of PLS-SEM in information systems research. Industrial management & data systems, 117(3), 442-458.
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European business review, 31(1), 2-24.
Hair Jr, J. F., Howard, M. C., & Nitzl, C. (2020). Assessing measurement model quality in PLS-SEM using confirmatory composite analysis. Journal of Business Research, 109, 101-110.
Holtzman, S., DeClerck, D., Turcotte, K., Lisi, D., & Woodworth, M. (2017). Emotional support during times of stress: Can text messaging compete with in-person interactions? Computers in Human Behavior, 71, 130-139.
Hou, Y., Hou, W., Zhang, Y., Liu, W., & Chen, A. (2022). Relationship between working stress and anxiety of medical workers in the COVID-19 situation: a moderated mediation model. Journal of affective disorders, 297, 314-320.
Irawanto, D. W., Novianti, K. R., & Roz, K. (2021). Work from home: Measuring satisfaction between work–life balance and work stress during the COVID-19 pandemic in Indonesia. Economies, 9(3), 96.
Karakose, T., Yirci, R., & Papadakis, S. (2022). Examining the associations between COVID-19-related psychological distress, social media addiction, COVID-19-related burnout, and depression among school principals and teachers through structural equation modeling. International journal of environmental research and public health, 19(4), 1951.
Kavita, K., & Hassan, N. C. (2018). Work stress among teachers: A comparison between primary and secondary school teachers. International Journal of Academic Research in Progressive Education and Development, 7(4), 60-66.
Krycak, R. C., Murdock, N. L., & Marszalek, J. M. (2012). Differentiation of self, stress, and emotional support as predictors of psychological distress. Contemporary family therapy, 34, 495-515.
Lerma, A., PerezGrovas, H., Bermudez, L., PeraltaPedrero, M. L., RoblesGarcía, R., & Lerma, C. (2017). Brief cognitive behavioural intervention for depression and anxiety symptoms improves quality of life in chronic haemodialysis patients. Psychology and Psychotherapy: Theory, Research and Practice, 90(1), 105-123.
Lin, L., Zhang, J., Wang, P., Bai, X., Sun, X., & Zhang, L. (2020). Perceived control moderates the impact of academic stress on the attention process of working memory in male college students. Stress, 23(3), 256-264.
Ma, K., Liang, L., Chutiyami, M., Nicoll, S., Khaerudin, T., & Ha, X. V. (2022). COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis. Work, 73(1), 3-27.
C., Inglés, C. J., Granados, L., Aparisi, D., & García-Fernández, J. M. (2019). Trait emotional intelligence profiles, burnout, anxiety, depression, and stress in secondary education teachers. Personality and Individual Differences, 142, 53-61.
Mosanya, M. (2021). Buffering academic stress during the COVID-19 pandemic related social isolation: Grit and growth mindset as protective factors against the impact of loneliness. International journal of applied positive psychology, 6(2), 159-174.
Ng YiMing, N. Y., Voo, P., & Maakip, I. (2019). Psychosocial factors, depression, and musculoskeletal disorders among teachers.
Ng, Y. M., Voo, P., & Maakip, I. (2019). Psychosocial factors, depression, and musculoskeletal disorders among teachers. BMC public health, 19, 1-10.
Oei, T. P., & Dingle, G. (2008). The effectiveness of group cognitive behaviour therapy for unipolar depressive disorders. Journal of affective disorders, 107(1-3), 5-21.
Ozamiz-Etxebarria, N., Idoiaga Mondragon, N., Bueno-Notivol, J., Pérez-Moreno, M., & Santabárbara, J. (2021).
Prevalence of anxiety, depression, and stress among teachers during the COVID-19 pandemic: a rapid systematic review with meta-analysis. Brain sciences, 11(9), 1172.
Pavarini, G., Reardon, T., Hollowell, A., Bennett, V., Lawrance, E., Maia, P. S. Y. P. s. A. G. B.-H. E. F.-E. A. J. D. O. L. P. P. L. R., Pinfold, V., & Singh, I. (2023). Online peer support training to promote adolescents’ emotional support skills, mental health and agency during COVID-19: Randomised controlled trial and qualitative evaluation. European Child & Adolescent Psychiatry, 32(6), 1119-1130.
Peng, J.-C., & Chen, S.-W. (2023). Learning climate and innovative creative performance: Exploring the multi-level mediating mechanism of team psychological capital and work engagement. Current Psychology, 42(15), 13114-13132.
Pokhrel, N. B., Khadayat, R., & Tulachan, P. (2020). Depression, anxiety, and burnout among medical students and residents of a medical school in Nepal: a cross-sectional study. BMC psychiatry, 20(1), 1-18.
Poppe, C., Akum, S., Crombez, G., Rogiers, X., & Hoste, E. (2019). Evaluation of the quality of the communication and emotional support during the donation procedure: The use of the donor family questionnaire (DFQ). Journal of Critical Care, 53, 198-206.
Priem, J. S., & Solomon, D. H. (2015). Emotional support and physiological stress recovery: The role of support matching, adequacy, and invisibility. Communication Monographs, 82(1), 88-112.
Risher, J., & Hair Jr, J. F. (2017). The robustness of PLS across disciplines. Academy of Business Journal, 1, 47-55.
D., Mondragon, N. I., Santxo, N. B., & Ozamiz-Etxebarria, N. (2021). Teacher stress, anxiety and depression at the beginning of the academic year during the COVID-19 pandemic. Global Mental Health, 8, e14.
Silva, D. F. O., Cobucci, R. N., Lima, S. C. V. C., & de Andrade, F. B. (2021). Prevalence of anxiety, depression, and stress among teachers during the COVID-19 pandemic: A PRISMA-compliant systematic review. Medicine, 100(44).
Slusarska, B., Nowicki, G. J., Niedorys-Karczmarczyk, B., & Chrzan-Rodak, A. (2022). Prevalence of depression ´ and anxiety in nurses during the first eleven months of the COVID-19 pandemic: a systematic review and meta-analysis. International journal of environmental research and public health, 19(3), 1154.
Tang, Y., Wang, Y., Zhou, H., Wang, J., Zhang, R., & Lu, Q. (2023). The relationship between psychiatric nurses’ perceived organizational support and job burnout: Mediating role of psychological capital. Frontiers in Psychology, 14, 1099687.
Tsirimokou, E. (2022). Learning for sustainability: are Amsterdam secondary schools embracing circularity? van der Velden, P. G., Contino, C., Das, M., van Loon, P., & Bosmans, M. W. (2020). Anxiety and depression symptoms, and lack of emotional support among the general population before and during the COVID-19 pandemic. A prospective national study on prevalence and risk factors. Journal of affective disorders, 277, 540-548.
Verduyn, C., Rogers, J., & Wood, A. (2009). Depression: Cognitive behaviour therapy with children and young people. Routledge.
Wakui, N., Abe, S., Shirozu, S., Yamamoto, Y., Yamamura, M., Abe, Y., Murata, S., Ozawa, M., Igarashi, T., & Yanagiya, T. (2021). Causes of anxiety among teachers giving face-to-face lessons after the reopening of schools during the COVID-19 pandemic: a cross-sectional study. BMC public health, 21(1), 1-10.
Wardani, L. M. I., & Anwar, M. S. (2019). The role of quality of work life as mediator: Psychological capital and work engagement. Humanities & Social Sciences Reviews, 7(6), 447-463.
M. I., Wulandari, S., Triasti, P., & Sombuling, A. (2020). The effect of psychological capital on work engagement: Employee well-being as a mediator. Test engineering and Management, 83, 17220-17229.
Spanos, S., Calear, A. L., Perry, Y., Torok, M., O’Dea, B., Christensen, H., & Newby, J. M. (2021). School-based depression and anxiety prevention programs: An updated systematic review and meta-analysis. Clinical Psychology Review, 89, 102079.
Wright, K. B. (2012). Emotional support and perceived stress among college students using Facebook. com: An exploration of the relationship between source perceptions and emotional support. Communication Research Reports, 29(3), 175-184.
Yang, Y., & Yang, P. (2022). Effect of college students’ academic stress on anxiety under the background of the normalization of COVID-19 pandemic: The mediating and moderating effects of psychological capital. Frontiers in Psychology, 13, 880179.
Gafurova, S. S. (2023). Methods Of Cognitive-Behavioral Psychotherapy In The Treatment Of Rheumatoid Arthritis. Oriental renaissance: Innovative, educational, natural and social sciences, 3(1-2), 701-706.
Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International journal of environmental research and public health, 19(17), 10706.
Al Maqbali, M., Al Sinani, M., & Al-Lenjawi, B. (2021). Prevalence of stress, depression, anxiety and sleep disturbance among nurses during the COVID-19 pandemic: A systematic review and meta-analysis. Journal of psychosomatic research, 141, 110343.
Bareeqa, S. B., Ahmed, S. I., Samar, S. S., Yasin, W., Zehra, S., Monese, G. M., & Gouthro, R. V. (2021). Prevalence of depression, anxiety and stress in china during COVID-19 pandemic: A systematic review with meta-analysis. The International Journal of Psychiatry in Medicine, 56(4), 210-227.
Brooks-Hall, E., Foster-Estwick, A., Juma, D., Lewis, P., Power, L., & Rogers, M. Online peer support training to promote adolescents’ emotional support skills, mental health and agency during COVID-19: A pilot randomised controlled trial.
Brown, A., & Shenker, N. (2021). Experiences of breastfeeding during COVID19: Lessons for future practical and emotional support. Maternal & child nutrition, 17(1), e13088.
Cao, C.-H., Liao, X.-L., Jiang, X.-Y., Li, X.-D., Chen, I.-H., & Lin, C.-Y. (2023). Psychometric evaluation of the depression, anxiety, and stress scale-21 (DASS-21) among Chinese primary and middle school teachers. BMC psychology, 11(1), 209.
Capone, V., Joshanloo, M., & Park, M. S.-A. (2019). Burnout, depression, efficacy beliefs, and work-related variables among school teachers. International Journal of Educational Research, 95, 97-108.
Carayon, P., & Zijlstra, F. (1999). Relationship between job control, work pressure and strain: Studies in the USA and in The Netherlands. Work & Stress, 13(1), 32-48.
Chen, Q., Kong, Y., Niu, J., Gao, W., Li, J., & Li, M. (2019). How leaders’ psychological capital influence their followers’ psychological capital: social exchange or emotional contagion. Frontiers in Psychology, 10, 1578.
Clabaugh, A., Duque, J. F., & Fields, L. J. (2021). Academic stress and emotional well-being in United States college students following onset of the COVID-19 pandemic. Frontiers in Psychology, 765.
Dosil Santamaria, M., Idoiaga Mondragon, N., Berasategi Sancho, N., & Ozamiz Echevarria, N. (2021). Teacher stress, anxiety and depression at the beginning of the academic year during the COVID-19 pandemic.
Goswami, A. K., & Agrawal, R. K. (2023). It’sa knowledge centric world! Does ethical leadership promote knowledge sharing and knowledge creation? Psychological capital as mediator and shared goals as moderator. Journal of Knowledge Management, 27(3), 584-612.
Green, Z. A., Faizi, F., Jalal, R., & Zadran, Z. (2022). Emotional support received moderates academic stress and mental well-being in a sample of Afghan university students amid COVID-19. International Journal of Social Psychiatry, 68(8), 1748-1755.
Hair, J., Hollingsworth, C. L., Randolph, A. B., & Chong, A. Y. L. (2017). An updated and expanded assessment of PLS-SEM in information systems research. Industrial management & data systems, 117(3), 442-458.
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European business review, 31(1), 2-24.
Hair Jr, J. F., Howard, M. C., & Nitzl, C. (2020). Assessing measurement model quality in PLS-SEM using confirmatory composite analysis. Journal of Business Research, 109, 101-110.
Holtzman, S., DeClerck, D., Turcotte, K., Lisi, D., & Woodworth, M. (2017). Emotional support during times of stress: Can text messaging compete with in-person interactions? Computers in Human Behavior, 71, 130-139.
Hou, Y., Hou, W., Zhang, Y., Liu, W., & Chen, A. (2022). Relationship between working stress and anxiety of medical workers in the COVID-19 situation: a moderated mediation model. Journal of affective disorders, 297, 314-320.
Irawanto, D. W., Novianti, K. R., & Roz, K. (2021). Work from home: Measuring satisfaction between work–life balance and work stress during the COVID-19 pandemic in Indonesia. Economies, 9(3), 96.
Karakose, T., Yirci, R., & Papadakis, S. (2022). Examining the associations between COVID-19-related psychological distress, social media addiction, COVID-19-related burnout, and depression among school principals and teachers through structural equation modeling. International journal of environmental research and public health, 19(4), 1951.
Kavita, K., & Hassan, N. C. (2018). Work stress among teachers: A comparison between primary and secondary school teachers. International Journal of Academic Research in Progressive Education and Development, 7(4), 60-66.
Krycak, R. C., Murdock, N. L., & Marszalek, J. M. (2012). Differentiation of self, stress, and emotional support as predictors of psychological distress. Contemporary family therapy, 34, 495-515.
Lerma, A., PerezGrovas, H., Bermudez, L., PeraltaPedrero, M. L., RoblesGarcía, R., & Lerma, C. (2017). Brief cognitive behavioural intervention for depression and anxiety symptoms improves quality of life in chronic haemodialysis patients. Psychology and Psychotherapy: Theory, Research and Practice, 90(1), 105-123.
Lin, L., Zhang, J., Wang, P., Bai, X., Sun, X., & Zhang, L. (2020). Perceived control moderates the impact of academic stress on the attention process of working memory in male college students. Stress, 23(3), 256-264.
Ma, K., Liang, L., Chutiyami, M., Nicoll, S., Khaerudin, T., & Ha, X. V. (2022). COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis. Work, 73(1), 3-27.
C., Inglés, C. J., Granados, L., Aparisi, D., & García-Fernández, J. M. (2019). Trait emotional intelligence profiles, burnout, anxiety, depression, and stress in secondary education teachers. Personality and Individual Differences, 142, 53-61.
Mosanya, M. (2021). Buffering academic stress during the COVID-19 pandemic related social isolation: Grit and growth mindset as protective factors against the impact of loneliness. International journal of applied positive psychology, 6(2), 159-174.
Ng YiMing, N. Y., Voo, P., & Maakip, I. (2019). Psychosocial factors, depression, and musculoskeletal disorders among teachers.
Ng, Y. M., Voo, P., & Maakip, I. (2019). Psychosocial factors, depression, and musculoskeletal disorders among teachers. BMC public health, 19, 1-10.
Oei, T. P., & Dingle, G. (2008). The effectiveness of group cognitive behaviour therapy for unipolar depressive disorders. Journal of affective disorders, 107(1-3), 5-21.
Ozamiz-Etxebarria, N., Idoiaga Mondragon, N., Bueno-Notivol, J., Pérez-Moreno, M., & Santabárbara, J. (2021).
Prevalence of anxiety, depression, and stress among teachers during the COVID-19 pandemic: a rapid systematic review with meta-analysis. Brain sciences, 11(9), 1172.
Pavarini, G., Reardon, T., Hollowell, A., Bennett, V., Lawrance, E., Maia, P. S. Y. P. s. A. G. B.-H. E. F.-E. A. J. D. O. L. P. P. L. R., Pinfold, V., & Singh, I. (2023). Online peer support training to promote adolescents’ emotional support skills, mental health and agency during COVID-19: Randomised controlled trial and qualitative evaluation. European Child & Adolescent Psychiatry, 32(6), 1119-1130.
Peng, J.-C., & Chen, S.-W. (2023). Learning climate and innovative creative performance: Exploring the multi-level mediating mechanism of team psychological capital and work engagement. Current Psychology, 42(15), 13114-13132.
Pokhrel, N. B., Khadayat, R., & Tulachan, P. (2020). Depression, anxiety, and burnout among medical students and residents of a medical school in Nepal: a cross-sectional study. BMC psychiatry, 20(1), 1-18.
Poppe, C., Akum, S., Crombez, G., Rogiers, X., & Hoste, E. (2019). Evaluation of the quality of the communication and emotional support during the donation procedure: The use of the donor family questionnaire (DFQ). Journal of Critical Care, 53, 198-206.
Priem, J. S., & Solomon, D. H. (2015). Emotional support and physiological stress recovery: The role of support matching, adequacy, and invisibility. Communication Monographs, 82(1), 88-112.
Risher, J., & Hair Jr, J. F. (2017). The robustness of PLS across disciplines. Academy of Business Journal, 1, 47-55.
D., Mondragon, N. I., Santxo, N. B., & Ozamiz-Etxebarria, N. (2021). Teacher stress, anxiety and depression at the beginning of the academic year during the COVID-19 pandemic. Global Mental Health, 8, e14.
Silva, D. F. O., Cobucci, R. N., Lima, S. C. V. C., & de Andrade, F. B. (2021). Prevalence of anxiety, depression, and stress among teachers during the COVID-19 pandemic: A PRISMA-compliant systematic review. Medicine, 100(44).
Slusarska, B., Nowicki, G. J., Niedorys-Karczmarczyk, B., & Chrzan-Rodak, A. (2022). Prevalence of depression ´ and anxiety in nurses during the first eleven months of the COVID-19 pandemic: a systematic review and meta-analysis. International journal of environmental research and public health, 19(3), 1154.
Tang, Y., Wang, Y., Zhou, H., Wang, J., Zhang, R., & Lu, Q. (2023). The relationship between psychiatric nurses’ perceived organizational support and job burnout: Mediating role of psychological capital. Frontiers in Psychology, 14, 1099687.
Tsirimokou, E. (2022). Learning for sustainability: are Amsterdam secondary schools embracing circularity? van der Velden, P. G., Contino, C., Das, M., van Loon, P., & Bosmans, M. W. (2020). Anxiety and depression symptoms, and lack of emotional support among the general population before and during the COVID-19 pandemic. A prospective national study on prevalence and risk factors. Journal of affective disorders, 277, 540-548.
Verduyn, C., Rogers, J., & Wood, A. (2009). Depression: Cognitive behaviour therapy with children and young people. Routledge.
Wakui, N., Abe, S., Shirozu, S., Yamamoto, Y., Yamamura, M., Abe, Y., Murata, S., Ozawa, M., Igarashi, T., & Yanagiya, T. (2021). Causes of anxiety among teachers giving face-to-face lessons after the reopening of schools during the COVID-19 pandemic: a cross-sectional study. BMC public health, 21(1), 1-10.
Wardani, L. M. I., & Anwar, M. S. (2019). The role of quality of work life as mediator: Psychological capital and work engagement. Humanities & Social Sciences Reviews, 7(6), 447-463.
M. I., Wulandari, S., Triasti, P., & Sombuling, A. (2020). The effect of psychological capital on work engagement: Employee well-being as a mediator. Test engineering and Management, 83, 17220-17229.
Spanos, S., Calear, A. L., Perry, Y., Torok, M., O’Dea, B., Christensen, H., & Newby, J. M. (2021). School-based depression and anxiety prevention programs: An updated systematic review and meta-analysis. Clinical Psychology Review, 89, 102079.
Wright, K. B. (2012). Emotional support and perceived stress among college students using Facebook. com: An exploration of the relationship between source perceptions and emotional support. Communication Research Reports, 29(3), 175-184.
Yang, Y., & Yang, P. (2022). Effect of college students’ academic stress on anxiety under the background of the normalization of COVID-19 pandemic: The mediating and moderating effects of psychological capital. Frontiers in Psychology, 13, 880179.
Gafurova, S. S. (2023). Methods Of Cognitive-Behavioral Psychotherapy In The Treatment Of Rheumatoid Arthritis. Oriental renaissance: Innovative, educational, natural and social sciences, 3(1-2), 701-706.
Published
2023-09-11
Section
Articles
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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