Ego-Syntonicity and Ego-Dystonicity Associated with Upsetting Intrusive Cognitions

Ego-dystonicity and ego-syntonicity are usually considered opposite ends of the same dimension, and they are used to define both obsessions and eating disorder-related symptoms. This study aims to examine the characteristics of ego-dystonicity/syntonicity, their relationships with symptom contents, and with the emotions, behaviours, and evaluative appraisals provoked by these symptoms. A sample of 349 community individuals rated the ego-dystonicity and ego-syntonicity associated with their most upsetting obsessional intrusive thought (OIT) and eating disorder-related intrusive thought (EDIT). Three dimensions, Undesirability/Desirability, Immorality/Morality/, and Irrationality/Rationality explained ego-dystonicity and ego-syntonicity. The size of the relationships among these dimensions was medium, and no correlation exists between morality/immorality concerning the OIT. Since the OIT was rated as more egodystonic and less egosyntonic than the EDIT, both thought modalities were egosyntonic, as they were considered rational/coherent with the personality, but at the same time egodystonic, as they were undesirable. The ego-dystonicity of both the OIT and EDIT was associated with negative emotions, dysfunctional appraisals, and interference in on-going activities, with Immorality being the most noteworthy dimension of ego-dystonicity. Both subclinical OCD and ED subjects scored higher than non-clinical participants on the ego-dystonicity caused by their most upsetting intrusive thought.     

Meta-analytical review of teacher burnout across 36 societies: the role of national learning assessments and gender egalitarianism

Objective: Teacher burnout has hardly been compared across countries, although it has become a global health issue. This review aimed to examine teacher burnout (effect size) and its variation across countries by testing the effects of gender, gender egalitarianism, and national learning assessments (NLAs).

Design: A systematic literature search was carried out using keywords. In all, 156 studies from 36 countries were included that used quantitative methodology. Meta-analytical procedures were used to estimate effect sizes of three dimensions of burnout. Two-level multilevel mixed-effect model tested moderator variables at the country level.

Results: The overall effect size found for emotional exhaustion was 38.29 (95% CI = 35.26, 41.32), 29.45 (95% CI = 25.91, 32.99) for cynicism, and 68.75 (95% CI = 65.63, 71.87) for personal accomplishment, with significant differences across countries. Gender was negatively significant for personal accomplishment. Significant linear, curvilinear and interaction effects of NLAs and gender egalitarianism explained variations in burnout. Whereas more NLAs tends to increase burnout, more gender egalitarianism tends to decrease it, although this effect is not linear.

Conclusion: Teacher burnout, as a health issue, varies significantly across countries suggesting that programmes to prevent this problem should consider environmental (educational system) and cultural conditions for a greater impact.