Agyapong, B., da Luz Dias, R., Wei, Y., & Agyapong, V. I. O. (2024). Burnout among elementary and high school teachers in three Canadian provinces: Prevalence and predictors. Frontiers in Public Health, 12, 1396461. https://doi.org/10.3389/fpubh.2024.1396461
Akbari, R., & Eghtesadi Roudi, A. (2020). Reasons of burnout: The case of Iranian English language teachers. Psychological Studies, 65(2), 157-167. https://doi.org/10.1007/s12646-019-00541-y
Akirmak, U. (2021). The validity and reliability of the Zimbardo time perspective inventory in a Turkish sample. Current Psychology, 40(5), 2327-2340. https://doi.org/10.1007/s12144-019-0153-3
Akirmak, U., & Ayla, P. (2019). How is time perspective related to burnout and job satisfaction? A conservation of resources perspective. Personality and Individual Differences, 181. https://doi.org/10.1016/j.paid.2019.109667
Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291–307. https:// doi.org/10.1007/s10984-015-9198-x
Alibakhshi, G., Abdollahi, H., & Nezakatgoo, B. (2021). Exploring the antecedents of English language teachers' teaching self-efficacy: a qualitative study. Qualitative Research Journal. 21(3), 286-303. https://doi.org/10.1108/QRJ-05-2020-0040
Alizadeh Fard, S., Mohtashami, T., Haghighatgoo, M., Zimbardo, P. G. (2020). Investigation of psychometric characteristics of time perspective inventory (short form) in adult population of Tehran. Biannual Journal of Clinical Psychology & Personality, 14(2), 157-169. https:// doi.org/10.22070/14.2.157
Amirian, S. M. R., Masjedi, H., & Amirian, S. (2021). Reflections on English as a foreign language teacher burnout risk factors: The interplay of multiple variables. Applied Research on English Language, 10(1), 33-50. https:// doi.org/10.22108/are.2020.120509.1514
Badri Gargari, R. (1995). Psychological syndromes in teacher burnout and coping mechanisms. (Unpublished master’s thesis). Tarbiat Modares University, Tehran, Iran.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
Betoret, F. D. (2006). Stressors, self‐efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational Psychology, 26(4), 519-539. https://doi.org/10.1080/01443410500342492
Bhullar, N., Surman, G., & Schutte, N. S. (2015). Dispositional gratitude mediates the relationship between a past-positive temporal frame and well-being. Personality and Individual Differences, 76, 52-55. https://doi.org/10.1016/j.paid.2014.11.025
Boniwell, I., Osin, E., Alex Linley, P., & Ivanchenko, G. V. (2010). A question of balance: Time perspective and well-being in British and Russian samples. Journal of Positive Psychology, 5(1), 24-40. https://doi.org/10.1080/17439760903271181
Bryant, F. B., Smart, C. M., & King, S. P. (2005). Using the past to enhance the present: Boosting happiness through positive reminiscence. Journal of Happiness Studies, 6(3), 227-260. https://doi.org/10.1007/s10902-005-3889-4
Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27(1), 115-132. https://doi.org/10.1007/s10212-011-0069-2
Cappe, E., Poirier, N., Engelberg, A., & Boujut, E. (2021). Comparison of teachers in France and in Quebec working with autistic students: Self-efficacy, stress, social support, coping, and burnout. Teaching and Teacher Education, 98, 103244. https://doi.org/10.1016/j.tate.2020.103244
Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193-218. https://doi.org/10.1007/s10648-009-9106-y
Daniel, E., & Van Bergen, P. (2023). Teacher burnout during COVID-19: associations with instructional self-efficacy but not emotion regulation. Teachers and Teaching, 29(3), 310-328. https://doi.org/10.1080/13540602.2023.2179615
Dehghan, F. (2020). Teachers’ perceptions of professionalism: A top-down or a bottom-up decision-making process?. Professional Development in Education, 48(4), 705-714. https://doi.org/10.1080/19415257.2020.1725597
Dean, R., & Gibbs, S. (2023). Teacher collective efficacy and the management of difficult behaviour: the role of student-teacher relationships. Educational Psychology in Practice, 39(3), 273–293. https://doi.org/10.1080/02667363.2023.2196713
Fackler, S., & Malmberg, L. E. (2016). Teachers’ self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185-195. https://doi.org/10.1016/j.tate.2016.03.002
Fackler, S., Malmberg, L. E., & Sammons, P. (2021). An international perspective on teacher self-efficacy: personal, structural and environmental factors. Teaching and Teacher Education, 99, 103255. https://doi.org/10.1016/j.tate.2020.103255
Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: The mediating role of emotion regulation. Iranian Journal of Language Teaching Research, 9(2), 13-37.
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514-525. https://doi.org/10.1016/j.tate.2011.11.013
Frick, S., van der Meij, L., Smolders, K., Demerouti, E., & de Kort, Y. (2024). The effect of time and day of the week on burnout-related experiences: an experience sampling study. European Journal of Work and Organizational Psychology, 33(3), 276-293. https://doi.org/10.1080/1359432X.2023.2266874
Gana, K., Klein, V., Saada, Y., & Trouillet, R. (2013). Relationship between time perspective and life satisfaction among older adults: Test of mediating effect of self-efficacy. European Review of Applied Psychology, 63(1), 49-57.
Ghanizadeh, A., & Jahedizadeh, S. (2016). EFL teachers’ teaching style, creativity, and burnout: A path analysis approach. Cogent Education, 3(1), 1151997. http://dx.doi.org/10.1080/2331186X.2016.1151997
Guidetti, G., Viotti, S., Gil-Monte, P. R., & Converso, D. (2018). Feeling guilty or not guilty. Identifying burnout profiles among Italian Teachers. Current Psychology, 37(4), 769-780. https://doi.org/10.1007/s12144-016-9556-6
Gupta, R., Hershey, D. A., & Gaur, J. (2012). Time perspective and procrastination in the workplace: An empirical investigation. Current Psychology, 31(2), 195-211. https://doi.org/10.1007/s12144-012-9136-3
Hobfoll, S. E. (1989). Conservation of resources: a new attempt at conceptualizing stress. American Psychologist, 44(3), 513.
Hobfoll, S. E., Halbesleben, J., Neveu, J. P., & Westman, M. (2018). Conservation of resources in the organizational context: The reality of resources and their consequences. Annual Review of Organizational Psychology and Organizational Behavior, 5(1), 103-128. https://doi.org/10.1146/annurev-orgpsych-032117-104640
Hong, S. (2025). The impact of future time perspective on academic achievement: Mediating roles of academic burnout and engagement. PloS One, 20(1), e0316841. https://doi.org/10.1371/journal.pone.0316841
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Kamtsios, S., & Kakouris, V. (2025). Teachers' burnout affective and motivational profiles: Their impact on teachers’ stress, anxiety, and depression levels. Psychological Reports. https://doi.org/10.1177/00332941251320026
Karimi, M. N., & Fallah, N. (2021). Academic burnout, shame, intrinsic motivation and teacher affective support among Iranian EFL learners: A structural equation modeling approach. Current Psychology, 40(4), 2026-2037. https://doi.org/10.1007/s12144-019-0138-2
Kaya Lefèvre, H., Mirabel-Sarron, C., Docteur, A., Leclerc, V., Laszcz, A., Gorwood, P., & Bungener, C. (2019). Time perspective differences between depressed patients and non-depressed participants, and their relationships with depressive and anxiety symptoms. Journal of Affective Disorders, 246, 320–326. https://doi.org/10.1016/j.jad.2018.12.053
Khajavy, G. H., Ghonsooly, B., & Fatemi, A. H. (2017). Testing a burnout model based on affective-motivational factors among EFL teachers. Current Psychology, 36(2), 339-349. https://doi.org/10.1007/s12144-016-9423-5
Kim, L. E., & Burić, I. (2020). Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model. Journal of Educational Psychology, 112(8), 1661. https://doi.org/10.1037/edu0000424
Kim, L. E., Jörg, V., & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31, 163–195. https://doi.org/10.1007/s10648-018-9458-2
Klamut, O., Olivera-Figueroa, L. A., & Weissenberger, S. (2022). A balanced time perspective and burnout syndrome in the corporate world. International Journal of Environmental Research and Public Health, 19(21), 14466. https://doi.org/10.3390/ijerph192114466
Kline, R. B., & Little, T. D. (2023). Principles and practice of structural equation modeling (5th ed.). The Guilford Press.
Kooij, D. T., Kanfer, R., Betts, M., & Rudolph, C. W. (2018). Future time perspective: A systematic review and meta-analysis. Journal of Applied Psychology, 103(8), 867-893. https://doi.org/10.1037/apl0000306
Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model. Frontiers in Psychology, 14, 1185079. https://doi.org/10.3389/fpsyg.2023.1185079
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94. https://doi.org/10.1016/j.system.2020.102352
Madigan, D. J., & Kim, L. E. (2021). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101714. https://doi.org/10.1016/j.ijer.2020.101714
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99-113. https://doi.org/10.1002/job.4030020205
Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). MBI: Maslach burnout inventory. Sunnyvale, CA: CPP, Incorporated.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422. https://doi.org/10.1146/annurev.psych.52.1.397
McLean, D., Eklund, K., Kilgus, S. P., & Burns, M. K. (2019). Influence of teacher burnout and self-efficacy on teacher-related variance in social-emotional and behavioral screening scores. School Psychology, 34(5), 503-511. https://doi.org/10.1037/spq0000304
Mijakoski, D., Cheptea, D., Marca, S. C., Shoman, Y., Caglayan, C., Bugge, M. D., ... & Canu, I. G. (2022). Determinants of burnout among teachers: a systematic review of longitudinal studies. International Journal of Environmental Research and Public Health, 19(9), 5776. https://doi.org/10.3390/ijerph19095776
Momenzadeh, S. E., Pishghadam, R., & Naji Meidani, E. (2023). Examining the role of active/passive motivation in EFL teachers’ burnout and efficacy. Language Related Research. 1(14), 1-33. https://doi.org/10.29252/LRR.14.1.1
Mossafaie, M., Alibakhshi, G., & Tabrizi, H. H. (2024). Iranian EFL teachers’ self-efficacy: structural equation modeling of the consequences. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 42. https://doi.org/10.1186/s40862-024-00264-2
Naji Meidani, E., Pishghadam, R., & Shakeebaee, G. (2019). The role of time perspectives in language teachers’ burnout. Current Psychology, 40, 5145–5155. https://doi.org/10.1007/s12144-019-00456-x
Pishghadam, R., Ebrahimi, S., Golzar, J., & Miri, M. A. (2023). Introducing emo-educational divorce and examining its relationship with teaching burnout, teaching motivation, and teacher success. Current Psychology, 42, 29198-29214. https://doi.org/10.1007/s12144-022-04000-2
Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36(4), 717-731. https://doi.org/10.3758/BF03206553
Rodríguez-Mantilla, J. M., & Fernández-Díaz, M. J. (2017). The effect of interpersonal relationships on burnout syndrome in Secondary Education teachers. Psicothema, 29(3), 370-377.
Roohani, A., & Iravani, M. (2020). The relationship between burnout and self-efficacy among Iranian male and female EFL teachers. Journal of Language and Education, 6(1), 173-188. https://doi.org/10.17323/jle.2020.9793
Saloviita, T., & Pakarinen, E. (2021). Teacher burnout explained: Teacher-, student-, and organization-level variables. Teaching and Teacher Education, 97, 103221. https://doi.org/10.1016/j.tate.2020.103221
Sircova, A., Van De Vijver, F. J., Osin, E., Milfont, T. L., Fieulaine, N., Kislali-Erginbilgic, A., & Zimbardo, P. G. (2015). Time perspective profiles of cultures. In Time perspective theory; review, research and application: Essays in honor of Philip G. Zimbardo (pp. 169-187). Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-07368-2_11
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001
Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152-160. https://doi.org/10.1016/j.tate.2017.06.006
Stolarski, M., Bitner, J., & Zimbardo, P. G. (2011). Time perspective, emotional intelligence and discounting of delayed awards. Time & Society, 20(3), 346-363. https://doi.org/10.1177/0961463X11414296
Stolarski, M., Wiberg, B., & Osin, E. (2015). Assessing temporal harmony: The issue of a balanced time perspective. In M. Stolarski, N. Fieulaine, & W. van Beek (Eds.), Time perspective theory; review, research and application: Essays in honor of Philip G. Zimbardo (pp. 17–55). Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-07368-2_2
Sword, R. M., Sword, R. K., Brunskill, S. R., & Zimbardo, P. G. (2014). Time perspective therapy: A new time-based metaphor therapy for PTSD. Journal of Loss and Trauma, 19(3), 197-201. https://doi.org/10.1080/15325024.2013.763632
Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: a meta-analysis. Educational Psychology, 42(4), 401–420. https://doi.org/10.1080/01443410.2022.2033168
Taylor, J. C., Allen, L. M., Van, J., & Moohr, M. (2024). The effects of project-based learning on student behavior and teacher burnout in an emotional/behavioral support classroom. Journal of Emotional and Behavioral Disorders, 32(2), 81-94. https://doi.org/10.1177/10634266241235933
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
Unger, A., Papastamatelou, J., Vowinckel, J., Klamut, O., & Heger, A. (2022). Time is the fire in which we burn (out): how time perspectives affect burnout tendencies in health care professionals via perceived stress and self-efficacy. Psychological Studies, 67(2), 150-163. https://doi.org/10.1007/s12646-022-00640-3
Van Droogenbroeck, F., & Spruyt, B. (2015). Do teachers have worse mental health? Review of the existing comparative research and results from the Belgian Health Interview Survey. Teaching and Teacher Education, 51, 88-100. https://doi.org/10.1016/j.tate.2015.06.006
Vizoso, C., Arias-Gundín, O., & Rodríguez, C. (2019). Exploring coping and optimism as predictors of academic burnout and performance among university students. Educational Psychology, 39(6), 768-783. https://doi.org/10.1080/01443410.2018.1545996
Walker, T. L., & Tracey, T. J. (2012). The role of future time perspective in career decision-making. Journal of Vocational Behavior, 81(2), 150-158. https://doi.org/10.1016/j.jvb.2012.06.002
Weston, R., & Gore Jr, P. A. (2006). A brief guide to structural equation modeling. The Counseling Psychologist, 34(5), 719-751. https://doi.org/10.1177/0011000006286345
Worrell, F. C., McKay, M. T., & Andretta, J. R. (2015). Concurrent validity of Zimbardo Time Perspective Inventory profiles: A secondary analysis of data from the United Kingdom. Journal of Adolescence, 42, 128-139. https://doi.org/10.1016/j.adolescence.2015.04.006
Yu, X., Wang, P., Zhai, X., Dai, H., & Yang, Q. (2015). The effect of work stress on job burnout among teachers: The mediating role of self-efficacy. Social Indicators Research, 122(3), 701-708. https://doi.org/10.1007/s11205-014-0716-5
Zhang, J. W., & Howell, R. T. (2011). Do time perspectives predict unique variance in life satisfaction beyond personality traits?. Personality and Individual Differences, 50(8), 1261-1266. https://doi.org/10.1016/j.paid.2011.02.021
Zhang, J. W., Howell, R. T., & Stolarski, M. (2013). Comparing three methods to measure a balanced time perspective: The relationship between a balanced time perspective and subjective well-being. Journal of Happiness Studies, 14(1), 169-184. https://doi.org/10.1007/s10902-012-9322-x
Zhaleh, K., Ghonsooly, B., & Pishghadam, R. (2018). Effects of conceptions of intelligence and ambiguity tolerance on teacher burnout: A case of Iranian EFL teachers. Journal of Research in Applied Linguistics, 9(2), 118-140. https://doi.org/10.22055/RALS.2018.13796
Zimbardo, P. G., & Boyd, J. N. (1999). Putting time in perspective: A valid, reliable individual differences metric. Journal of Personality and Social Psychology, 77(6), 1271–1288. https://doi.org/10.1007/978-3-319-07368-2_2.
Zimbardo, P. G., & Boyd, J. N. (2015). Putting time in perspective: A valid, reliable individual-differences metric. In M. Stolarski, N. Fieulaine & W. van Beek (Eds.), Time perspective theory; review, research and application: Essays in honor of Philip G. Zimbardo (pp. 17–55). Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-07368-2_2
Zamabianchi, M., & Bitti, P. E. R. (2014). The role of proactive coping strategies, time perspective, perceived efficacy on affect regulation, divergent thinking and family communication in promoting social well-being in emerging adulthood. Social Indicators Research, 116, 493e507. http://dx.doi.org/10.1007/s11205-013-0307-x
Language Related Research