Assistant Professor., Department of Psychology.,Faculty of Education and Psychology,University of Birjand, Birjand,Iran. , S.khazaei@birjand.ac.ir
Abstract: (11 Views)
Objective: The present study aimed to investigate the relationship between emotional invalidation and intolerance of uncertainty with emotional exhaustion in teachers, considering the mediating role of distress tolerance.
Methods: The research method was descriptive-correlational, conducted within the framework of path analysis. The statistical population included all male and female elementary school teachers in Birjand during the 2024-2025 academic year. A sample of 200 teachers was selected through cluster sampling and responded to the research instruments. Data were collected using the Maslach Burnout Inventory (MBI), the Perceived Invalidation of Emotion Scale (Zelinsky, 2016), the Intolerance of Uncertainty Scale (Carleton et al., 2007), and the Distress Tolerance Scale (Simons & Gaher, 2005). Descriptive statistics (mean and standard deviation) were used to describe the study variables, and correlation analysis and path analysis were performed using SPSS 24 and Amos 24 software.
Results: Results show that emotional invalidation and intolerance of uncertainty increase teachers’ emotional exhaustion, both directly and indirectly, through distress tolerance (p<0.05).
Conclusions: These findings emphasize that emotional exhaustion is a multilevel phenomenon influenced by environmental and interpersonal factors, as well as individual cognitive-regulatory characteristics. Consequently, interventions focused on emotion acceptance, mindfulness, and the enhancement of distress tolerance may be effective for both the prevention and reduction of exhaustion.
Methods: The research method was descriptive-correlational, conducted within the framework of path analysis. The statistical population included all male and female elementary school teachers in Birjand during the 2024-2025 academic year. A sample of 200 teachers was selected through cluster sampling and responded to the research instruments. Data were collected using the Maslach Burnout Inventory (MBI), the Perceived Invalidation of Emotion Scale (Zelinsky, 2016), the Intolerance of Uncertainty Scale (Carleton et al., 2007), and the Distress Tolerance Scale (Simons & Gaher, 2005). Descriptive statistics (mean and standard deviation) were used to describe the study variables, and correlation analysis and path analysis were performed using SPSS 24 and Amos 24 software.
Results: Results show that emotional invalidation and intolerance of uncertainty increase teachers’ emotional exhaustion, both directly and indirectly, through distress tolerance (p<0.05).
Conclusions: These findings emphasize that emotional exhaustion is a multilevel phenomenon influenced by environmental and interpersonal factors, as well as individual cognitive-regulatory characteristics. Consequently, interventions focused on emotion acceptance, mindfulness, and the enhancement of distress tolerance may be effective for both the prevention and reduction of exhaustion.
Keywords: Emotional invalidation, Intolerance of uncertainty, Emotional exhaustion, Distress tolerance, Teachers
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/11/14 | Accepted: 2026/05/16
Received: 2025/11/14 | Accepted: 2026/05/16
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