{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,3]],"date-time":"2026-08-03T18:47:22Z","timestamp":1785782842501,"version":"3.56.0"},"reference-count":49,"publisher":"Public Library of Science (PLoS)","issue":"2","license":[{"start":{"date-parts":[[2021,2,10]],"date-time":"2021-02-10T00:00:00Z","timestamp":1612915200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["www.plosone.org"],"crossmark-restriction":false},"short-container-title":["PLoS ONE"],"abstract":"<jats:p>Teacher\u2019s pupil control ideology is a central feature for the quality of the teacher-student relationship, which, in turn, impacts the teacher\u2019s level of well-being. The pupil control ideology refers to a teacher\u2019s belief system along a continuum from humanistic to custodial views. Teachers with humanistic orientation view students as responsible and, therefore, they exert a lower degree of control to manage students\u2019 classroom behaviors. Teachers with a custodial orientation view students as untrustworthy and, therefore, they exert a higher degree of control to manage students\u2019 classroom behaviors. The relationship between pupil control ideology and dysfunctional beliefs originated from the cognitive-behavioral therapy framework has not been investigated, despite existing evidence suggesting that the pupil control ideology is linked to stress and burnout. One hundred fifty-five teachers completed a set of self-report questionnaires measuring: (i) teacher\u2019s pupil-control ideology; (ii) perfectionistic and hostile automatic thoughts; (iii) irrational beliefs; (iv) unconditional self-acceptance; (v) early maladaptive schemas; and (vi) dimensions of perfectionism. The result suggests that teachers who adopt a custodial view on pupil control ideology endorse more dysfunctional beliefs than teachers who adopt a humanistic view. They tend to present a higher level of perfectionism, unrelenting standards, and problematic relational beliefs, including schemas of mistrust and entitlement. They also present more often other-directed demands and derogation of other thoughts. Such results picture a dysfunctional view on pupils who misbehave, as adversaries who threaten their rigid and\/or perfectionistic expectations.<\/jats:p>","DOI":"10.1371\/journal.pone.0246787","type":"journal-article","created":{"date-parts":[[2021,2,10]],"date-time":"2021-02-10T21:36:22Z","timestamp":1612992982000},"page":"e0246787","update-policy":"https:\/\/doi.org\/10.1371\/journal.pone.corrections_policy","source":"Crossref","is-referenced-by-count":11,"title":["Cognitive-behavioral correlates of pupil control ideology"],"prefix":"10.1371","volume":"16","author":[{"given":"Elena Mirela","family":"Samfira","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8898-1306","authenticated-orcid":true,"given":"Florin Alin","family":"Sava","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"340","published-online":{"date-parts":[[2021,2,10]]},"reference":[{"key":"pone.0246787.ref001","doi-asserted-by":"crossref","first-page":"e0129630","DOI":"10.1371\/journal.pone.0129630","article-title":"Teaching This Class Drives Me Nuts!\u2014Examining the Person and Context Specificity of Teacher Emotions","volume":"10","author":"AC Frenzel","year":"2015","journal-title":"PloS One"},{"key":"pone.0246787.ref002","doi-asserted-by":"crossref","first-page":"178","DOI":"10.1108\/02683940510579803","article-title":"The experience of work-related stress across occupations","volume":"20","author":"S Johnson","year":"2005","journal-title":"J Manage Psychol"},{"key":"pone.0246787.ref003","doi-asserted-by":"crossref","first-page":"76","DOI":"10.1016\/j.jad.2015.11.054","article-title":"Teachers\u2019 wellbeing and depressive symptoms, and associated risk factors: A large cross-sectional study in English secondary schools","volume":"192","author":"J Kidger","year":"2016","journal-title":"J Affect Disorders"},{"key":"pone.0246787.ref004","doi-asserted-by":"crossref","first-page":"101","DOI":"10.1007\/s00127-009-0173-7","article-title":"Occupation and mental health in a national UK survey","volume":"46","author":"SA Stansfeld","year":"2011","journal-title":"Soc Psych Psych Epid"},{"key":"pone.0246787.ref005","doi-asserted-by":"crossref","first-page":"457","DOI":"10.1007\/s10648-011-9170-y","article-title":"Teacher wellbeing: The importance of teacher-student relationships","volume":"23","author":"JL Spilt","year":"2011","journal-title":"Educ Psychol Rev"},{"key":"pone.0246787.ref006","doi-asserted-by":"crossref","first-page":"126","DOI":"10.1016\/j.learninstruc.2018.05.006","article-title":"Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship","volume":"58","author":"K Aldrup","year":"2018","journal-title":"Learn Instr"},{"key":"pone.0246787.ref007","doi-asserted-by":"crossref","first-page":"e0206412","DOI":"10.1371\/journal.pone.0206412","article-title":"Factors influencing mental health improvements in school teachers","volume":"13","author":"M Braeunig","year":"2018","journal-title":"PloS One"},{"key":"pone.0246787.ref008","volume-title":"The School and Pupil Control Ideology","author":"DJ Willower","year":"1967"},{"key":"pone.0246787.ref009","doi-asserted-by":"crossref","first-page":"424","DOI":"10.1108\/EUM0000000005812","article-title":"The pupil control studies. 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