Alba Vallés
Biographic Data
| ID | 6509261 |
|---|---|
| NAME | Alba Vallés |
| GIVEN NAMES | Alba |
| FAMILY NAME | Vallés |
| SIGNATURE | VALLES A |
| AFFILIATIONS | Universitat de Lleida |
| ORCID | 0000-0002-9564-6458 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Looking Into the Prism
The concept of perezhivanie is attracting increasing attention as a key for teachers’ professional development. In most interpretations, perezhivanie involves a sort of psychological “prism” that refracts the influence of the environment on the subject. There is also broad agreement that perezhivanie involves an indivisible unity of personal and situational characteristics. In this regard, a central analytical challenge is to study perezhivanie w…
Conceptualizing teacher resilience
In recent decades, the number of publications on teacher resilience has increased exponentially. Despite the numerous rich contributions, the lack of a theoretical consensus regarding the phenomenon’s conceptualisation and operationalisation has hindered dialogue between the various results. This paper aims to address this problem by proposing a theoretical model of teacher resilience as a common framework for organising and articulating existing…
How teachers’ appraisals predict their emotional experience
This paper studies the narratives of 73 teachers and analyzes how different narrative structures predict teachers' emotional exhaustion, depersonalization , personal accomplishment, well-being, and resilience. We found that “they know how”-, “they can”-, and “I do”-type narrative structures were protective for emotional exhaustion and well-being, while “they don't want”-, “they can't”-, “they don't do”-, and “I don't do”-type structures were risk…
No prominent works on this page.
Conceptualizing teacher resilience
In recent decades, the number of publications on teacher resilience has increased exponentially. Despite the numerous rich contributions, the lack of a theoretical consensus regarding the phenomenon’s conceptualisation and operationalisation has hindered dialogue between the various results. This paper aims to address this problem by proposing a theoretical model of teacher resilience as a common framework for organising and articulating existing…
How teachers’ appraisals predict their emotional experience
This paper studies the narratives of 73 teachers and analyzes how different narrative structures predict teachers' emotional exhaustion, depersonalization , personal accomplishment, well-being, and resilience. We found that “they know how”-, “they can”-, and “I do”-type narrative structures were protective for emotional exhaustion and well-being, while “they don't want”-, “they can't”-, “they don't do”-, and “I don't do”-type structures were risk…
Looking Into the Prism
The concept of perezhivanie is attracting increasing attention as a key for teachers’ professional development. In most interpretations, perezhivanie involves a sort of psychological “prism” that refracts the influence of the environment on the subject. There is also broad agreement that perezhivanie involves an indivisible unity of personal and situational characteristics. In this regard, a central analytical challenge is to study perezhivanie w…
Narrative (2 works) · Psychological resilience (2 works) · Psychology (2 works) · Resilience and Mental Health (2 works) · Social Psychology (2 works) · Bullying, Victimization, and Aggression (1 work) · Burnout (1 work) · Clinical Psychology (1 work) · Clinical Psychology (1 work) · Communication in Education and Healthcare (1 work)