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2 results on '"Chen, Aiai"'

1. Mapping the knowledge base in study abroad from the United States: A scoping review from 2001 to 2021.

Author

Brunsting, Nelson C., Chiles, Porshè L., Harrison, J. Kline, Crippen, Marcia K., Kathuria, Sonali, Bingham, W. Patrick, Katsumoto, Shinji, Chen, Aiai, Holmes, Ian, and Li, Lambert

Subjects
HEALTH occupations students, SYSTEMATIC reviews, UNIVERSITIES & colleges, LITERATURE reviews, EDUCATIONAL outcomes
Abstract

Prior literature reviews of study abroad outcomes (Miller & Perrin-Thompson, 2014; Twombly et al., 2012; Varela, 2017) have provided important direction for the field, yet they either were conducted without clear inclusion criteria or excluded qualitative research. In the current scoping review, we extend their work through conducting a systematic literature search inclusive of qualitative research and map the knowledge base of study abroad for students enrolled at universities in the United States who received academic credit for study abroad from fall 2001 (post-9/11) to spring 2020 (COVID-19 pandemic onset). We identified 373 articles meeting inclusion criteria and created a database of filterable information (e.g., participant characteristics, program duration) for the included articles. In the current study, we organize and visually display findings, identify gaps in the knowledge base, and recommend future directions for research and research reporting. [ABSTRACT FROM AUTHOR]

Published
2023
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2. Working Conditions and Burnout of Special Educators of Students With EBD: Longitudinal Outcomes

Author

Brunsting, Nelson C., Bettini, Elizabeth, Rock, Marcia, Common, Eric A., Royer, David James, Lane, Kathleen Lynne, Xie, Fei, Chen, Aiai, and Zeng, Fanyi

Abstract

Special education teacher (SET) burnout is a significant concern, especially for SETs serving students with emotional–behavioral disorders (EBD), as they tend to experience higher burnout than other teachers. Working conditions, especially social support, have the potential to ameliorate burnout, but prior research has not articulated the sources and types of social support that are most important. The authors conducted a longitudinal study, surveying 230 SETs serving students with EBD at three time points across 1 school year. Data revealed administrative support, adequacy of planning time, and autonomy in fall predicted emotional exhaustion and personal accomplishment in winter and spring. Associations between working conditions and burnout components were partially mediated by SETs’ perceptions of workload manageability. SET change in well-being due to COVID-19 during the early months of the pandemic was not associated with burnout. The authors discuss implications, limitations, and directions for future inquiry.

Published
2022
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