The aim of the present study was to examine the relationship between social media use and digital stress (availability stress, approval anxiety, fear of missing out, connection overload and online vigilance), and whether social media use and digital...

We investigated the relationship between the dark triad traits and three dimensions of burnout - emotional exhaustion, depersonalization, and reduced professional efficacy on a sample of high school teachers. Our research extends the existing literature by examining not only the effects of overall scores of the dark triad traits on the dimensions of burnout, but also the effects of specific components of each dark triad trait. Additionally, we explored the moderating role of stress in the relationship between the dark triad traits and three burnout dimensions. The results show that overall psychopathy predicted increased emotional exhaustion and depersonalization, whereas overall narcissism predicted lower emotional exhaustion and higher professional efficacy. Regarding specific components of the dark triad traits, antisocial behavior as a component of psychopathy and cynical view of human nature as a component of Machiavellianism significantly predicted higher emotional exhaustion, whereas power as a component of narcissism predicted higher professional efficacy. Perceived stress significantly moderated the effects on narcissism on emotional exhaustion so that emotional exhaustion was decreasing in teachers when they were higher on narcissism and perceived higher stress, whereas it was increasing in those that were higher on narcissism and perceived lower stress. The results provide information for addressing teacher burnout, with psychopathy as a risk factor, and narcissism as a potential protective element.

Background/Objectives: Irritable bowel syndrome (IBS) is a common disorder of brain–gut interaction characterized by abdominal pain and altered bowel habits. While stress and anxiety are known to exacerbate IBS symptoms, less is understood about how these factors interact on a daily timescale. This study aimed to clarify the relationship between daily stress and abdominal pain in IBS and to examine whether trait anxiety moderates this association. Methods: Forty-nine IBS patients completed daily assessments of stress and abdominal pain over a 14-day period. Participants rated abdominal pain three times daily and reported daily stress levels across seven life domains each evening. Trait anxiety was assessed at baseline using the STAI-T. Results: Hierarchical linear modeling was used to analyze within-person and between-person effects. An increase in between-person stress was associated with increased probability of abdominal pain among individuals with low-to-moderate trait anxiety, while this was not observed in patients with high trait anxiety. Even though within-person (day-to-day) stress variations had an impact on pain probability, the effects of between-person variations were multiple times greater. Conclusions: These findings suggest that the interplay between stress and anxiety in IBS might not be uniform. High trait anxiety may, under certain conditions, attenuate rather than amplify the link between stress and pain, possibly pointing to a more dynamic relationship.

The aim of this study was to longitudinally investigate the protective role of emotional intelligence (EI) as a personal resource in the burnout (BT) process of Croatian teachers using the burnout model by Maslach & Jackson (1981). The study was conducted over two school years and included 161 secondary school teachers (34 male, 127 female) aged 24 to 65 years (M = 45.35, SD = 10.55). Hierarchical regression analyses were performed. The moderating effect of teachers' EI on the relationship between stress and BT in two consecutive years was partially demon- strated. The longitudinal moderating effect of expressing and labelling emotions (EL), an aspect of EI, on the relationship between stress and depersonalisation was found. As a function of the increase in stress (Time 1), teachers with a lower EL were more prone to depersonalisation (Time 2), in contrast to teachers with a more pronounced EL. The findings support the provision of systematic emotional support for teachers in an environment where they can express their emotions, e.g. through supervision, which can be incorporated into BT prevention strategies.