Search

The purpose of this study was to investigate the role of rumination and reflection in teachers' classroom stress and burnout, thereby assessing their predictive value per se and their role as moderators between teacher reported job characteristics and stress and burnout. 439 elementary school teachers participated in the study. Dispositional characteristics explained additional variance in teachers' stress and burnout beyond job characteristics. Rumination was a significant predictor of both stress and burnout, whereas reflection was not. However, reflection moderated the relation between job characteristics and stress. These results highlight the importance of simultaneously investigating environmental and dispositional characteristics of teachers' strain.

Twenty individuals solved a visual oddball task in two response conditions: while listening to the Mozart's sonata K. 448, and while listening to nothing. The recorded event-related potentials (ERP) were analyzed in the time and frequency domains. In the music response condition the ERP peak latencies on the left hemisphere increased, whereas on the right hemisphere a decrease of peak latencies as compared with the silence response condition was observed. In the theta, lower-1 alpha and gamma band increases in induced event-related coherences were observed while respondents solved the oddball task and listened to music, whereas a decoupling of brain areas in the gamma band was observed in the silence response condition. It is suggested that auditory background stimulation can influence visual brain activity, even if both stimuli are unrelated.