Irrational Beliefs as Mediator in the Relationship Between Activating Event and Stress in Malaysian Fully Residential School Teachers
Bibliographic record
Abstract
Teacher stress has been a major concern among researchers as it has negative impact on teaching profesion. This study aimed to test the mediating effect of irrational beliefs on the relationship between activating event as the independent variable and stress as the dependent variable. Data were collected from a sample of 201 teachers from seven Malaysian Fully Residential School (FRS) in the Johor state by using stratified random sampling. The Teacher Irrational Beliefs (TIB), Teacher Activating Event (TAE), and Teacher Stress (TRS) questionnaires were employed to measure irrational beliefs, activating events, and stress of teachers. The Pearson coefficient correlation was used to determine the relationships among variables and multiple regression analysis was used to verify the presence of mediation effects. In general, the correlation results showed that there were positive relationships among variables. The findings of regression analysis indicated that irrational beliefs mediate the relationship between activating event and stress among FRS teachers. This findings highlighted the teachers’ irrational beliefs as the major determinants of emotional problems rather than activating event itself which comply with the ABC Model based on Rational-Emotive Behavioral Therapy (REBT) approach.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".