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Teachers' experienced classroom demands and autonomic stress reactions : Results of a pilot study

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2020

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Höning, Jana

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https://doi.org/10.6084/m9.figshare.12515342
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PARÍS, Georgina, ed. and others. Learning & professional development : From innovative research to innovative interventions : Book of abstracts of the EARLI SIG14 2020 Conference. 2020, pp. 131. Available under: doi: 10.6084/m9.figshare.12515342

Zusammenfassung

In order to examine relationships between teachers' experienced classroom demands and autonomic stress reactions, we report results of a pilot study. Based on an integrative literature review we first identify and describe the following classroom demands: (1) missing rest periods, (2) time pressure, (3) pressure to get through the subject matter, (4) vocal strain, (5) uncertainness concerning subject matter, (6) uncertainness concerning didactical decisions, (7) achievement-related diversity in class, (8) lack of social appreciation, (9) disquietude and noise in class, (10) classroom disturbances, (11) behavioural problems of students, (12) insufficient skills and concentration of students, and (13) insufficient motivation and involvement of students. These identified categories of classroom demands are the basis for the empirical item identification and selection (study 1). The identified single-items were used in a single-case short-term longitudinal study where we examine relationships between classroom demands and autonomic stress reactions via first-order vector autoregressive VAR(1) modelling (study 2). The results are discussed regarding teaching and research implications.

Zusammenfassung in einer weiteren Sprache

Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen

Schlagwörter

Teacher stress; Classroom demands; Heart rate and heart-rate variability; Experience Sampling Study; First-order vector autoregressive VAR(1) model

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EARLI SIG 14 Biennial Conference, 8. Juli 2020 - 10. Juli 2020, Barcelona, Spain
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ISO 690KÄRNER, Tobias, Jana HÖNING, 2020. Teachers' experienced classroom demands and autonomic stress reactions : Results of a pilot study. EARLI SIG 14 Biennial Conference. Barcelona, Spain, 8. Juli 2020 - 10. Juli 2020. In: PARÍS, Georgina, ed. and others. Learning & professional development : From innovative research to innovative interventions : Book of abstracts of the EARLI SIG14 2020 Conference. 2020, pp. 131. Available under: doi: 10.6084/m9.figshare.12515342
BibTex
@inproceedings{Karner2020Teach-50089,
  year={2020},
  doi={10.6084/m9.figshare.12515342},
  title={Teachers' experienced classroom demands and autonomic stress reactions : Results of a pilot study},
  booktitle={Learning & professional development : From innovative research to innovative interventions : Book of abstracts of the EARLI SIG14 2020 Conference},
  editor={París, Georgina},
  author={Kärner, Tobias and Höning, Jana}
}
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