Journal article:
Teachers’ experienced classroom demands and autonomic stress reactions : results of a pilot study and implications for process-oriented research in vocational education and training

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December 2021
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Höning, Jana
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Abstract
To examine relationships between teachers’ experienced classroom demands and autonomic stress reactions, we report the results of a pilot study. Based on an integrative literature review, we identified and described the following situational classroom demands: time and work pressure (including missing rest periods, time pressure, and pressure to get through the subject matter), vocal strain, uncertainty concerning the subject matter, uncertainty concerning didactical decisions, achievement-related diversity in class, lack of social appreciation, disquietude in class, classroom disturbances, behavioral problems of students, insufficient skills and concentration of students, and insufficient motivation of students.
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370 Education, School and Education System
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Empirical Research in Vocational Education and Training ; 13 (2021), 1. - 8. - Springer. - ISSN 1877-6337. - eISSN 1877-6345
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ISO 690KÄRNER, Tobias, Jana HÖNING, 2021. Teachers’ experienced classroom demands and autonomic stress reactions : results of a pilot study and implications for process-oriented research in vocational education and training. In: Empirical Research in Vocational Education and Training. Springer. 13(1), 8. ISSN 1877-6337. eISSN 1877-6345. Available under: doi: 10.1186/s40461-021-00113-3
BibTex
@article{Karner2021-12Teach-53031,
  year={2021},
  doi={10.1186/s40461-021-00113-3},
  title={Teachers’ experienced classroom demands and autonomic stress reactions : results of a pilot study and implications for process-oriented research in vocational education and training},
  number={1},
  volume={13},
  issn={1877-6337},
  journal={Empirical Research in Vocational Education and Training},
  author={Kärner, Tobias and Höning, Jana},
  note={Article Number: 8}
}
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