The relationship between teachers’ critical thinking, experiences of victimization in educational institutions, and psychological well-being
The findings confirm that teacher victimization adversely affects psychological well-being. At the same time, critical thinking emerged as a meaningful cognitive mechanism: although slightly elevated by victimization, it was associated with lower ill-being, producing a small indirect effect. These findings indicate that critical thinking may play a modest explanatory role in how victimization relates to teachers' psychological functioning.
Authors
- Romas Prakapas (ORCID: https://orcid.org/0000-0002-4811-6681)
- Marina Gušauskienė
- Justinas Sadauskas (ORCID: https://orcid.org/0000-0002-1009-9193)
- Daiva Penkauskienė (ORCID: https://orcid.org/0000-0002-0875-4080)
- Asta Railienė (ORCID: https://orcid.org/0000-0002-8192-6184)
- Rugilė Bitinaitė
- Doc Pivorienė
- Odeta Merfeldaitė (ORCID: https://orcid.org/0000-0002-8217-7699)
- Aiste Dirzyte
- Violeta Jegeleviciene
Institutions
- Mykolas Romeris University (LT)
Publication Details
- Journal
- Frontiers in Psychology
- Published
- 2026-01-30
- DOI
- https://doi.org/10.3389/fpsyg.2026.1717632
- Primary Topic
- Bullying, Victimization, and Aggression
- Type
- article
- Field-Weighted Citation Impact
- 0.00