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A Gender-Focused Prism on the Long-Term Impact of Teachers’ Emotional Mistreatment on Resilience: Do Men and Women Differ in Their Quest for Social-Emotional Resources in a Masculine Society?

Author

Listed:
  • Niva Dolev

    (School of Humanities, Kinneret Academic College on the Sea of Galilee, Tzemach 15132, Israel)

  • Yariv Itzkovich

    (School of Humanities, Kinneret Academic College on the Sea of Galilee, Tzemach 15132, Israel)

  • Bat Katzman

    (School of Humanities, Kinneret Academic College on the Sea of Galilee, Tzemach 15132, Israel)

Abstract

As a personal resource, resilience enables individuals to cope with stressful life events and to adapt to diverse situations. In the framework of Conservation of Resource (COR) theory, the current study investigates whether personal and social resources, namely emotional intelligence (EI) and gender, can contribute to resilience for individuals who experienced teacher mistreatment as adolescents. Our findings show that men and women differ in their baselines concerning mistreatment and emotional intelligence. Individual resources in the form of EI and social resources, and particularly gender, affect resilience. Moreover, gender and the Use of Emotion (UOE) facet of EI interact in their contribution to resilience. These findings provide better insights into the interrelationships between the diverse resources affected by past teacher mistreatment. An enhanced understanding can help us mitigate teacher mistreatment and promote more socially sustainable communities that are just and equitable, and support the emotional and social growth and resilience of its members

Suggested Citation

  • Niva Dolev & Yariv Itzkovich & Bat Katzman, 2021. "A Gender-Focused Prism on the Long-Term Impact of Teachers’ Emotional Mistreatment on Resilience: Do Men and Women Differ in Their Quest for Social-Emotional Resources in a Masculine Society?," Sustainability, MDPI, vol. 13(17), pages 1-15, September.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:17:p:9832-:d:627296
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    References listed on IDEAS

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    2. Limor Goldner & Rachel Lev-Weisel & Yael Schanan, 2019. "Caring about Tomorrow: the Role of Potency, Socio-Economic Status and Gender in Israeli Adolescents’ Academic Future Orientation," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 12(4), pages 1333-1349, August.
    3. Topitzes, James & Mersky, Joshua P. & Dezen, Kristin A. & Reynolds, Arthur J., 2013. "Adult resilience among maltreated children: A prospective investigation of main effect and mediating models," Children and Youth Services Review, Elsevier, vol. 35(6), pages 937-949.
    4. Maryam Meshkat & Reza Nejati, 2017. "Does Emotional Intelligence Depend on Gender? A Study on Undergraduate English Majors of Three Iranian Universities," SAGE Open, , vol. 7(3), pages 21582440177, August.
    5. Agneta H Fischer & Mariska E Kret & Joost Broekens, 2018. "Gender differences in emotion perception and self-reported emotional intelligence: A test of the emotion sensitivity hypothesis," PLOS ONE, Public Library of Science, vol. 13(1), pages 1-19, January.
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