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

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH
Tobias Kärner, Jana Höning
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引用次数: 8

Abstract

Background

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.

Method

These identified categories of teachers’ situational classroom demands are the basis for the empirical item identification and selection (Study A). The identified items were used in a single-case, short-term longitudinal study in which we examined relationships between experienced classroom demands and autonomic stress reactions as well as between autonomic stress reactions and affective stress experience via first-order vector autoregressive modeling (Study B).

Results

Concerning our hypotheses, we found evidence that some of the experienced classroom demands (“I cannot respond to students’ different needs”; “There is disquietude in class”) had time-lagged associations with autonomic stress measures. Furthermore, we found that physiological arousal triggers affective stress experience due to a time-lagged effect.

Conclusion

The research approach and results of our pilot study can be the basis for further process-oriented research in vocational education and training (VET). From a practical point of view, our results on experienced classroom demands could be used in VET teacher education to prepare student teachers for specific skills to cope with such demands.

教师体验课堂需求与自主应激反应:一项试点研究的结果及对职业教育与培训过程导向研究的启示
背景:为了研究教师的课堂体验需求与自主应激反应之间的关系,我们报告了一项初步研究的结果。在综合文献综述的基础上,我们确定并描述了以下情景课堂需求:时间和工作压力(包括缺少休息时间、时间压力和完成主题的压力)、声音紧张、对主题的不确定性、对教学决策的不确定性、课堂上与成就相关的多样性、缺乏社会欣赏、课堂上的不安、课堂上的混乱、学生的行为问题、学生的技能和注意力不足、学生的动力不足。方法这些教师情境课堂需求的识别类别是实证项目识别和选择的基础(研究A)。短期纵向研究中,我们通过一阶向量自回归模型检验了体验性课堂需求与自主应激反应之间的关系,以及自主应激反应与情感应激体验之间的关系(研究B)。结果在我们的假设中,我们发现一些体验性课堂需求(“我无法回应学生的不同需求”;“在课堂上感到不安”)与自主压力测量有时间滞后的关联。此外,我们发现生理唤醒触发情感应激体验由于一个时间滞后效应。结论本研究的研究方法和结果可为进一步开展面向过程的职业教育培训研究提供依据。从实践的角度来看,我们对经验丰富的课堂需求的研究结果可以用于职业教育教师教育,为学生教师提供应对此类需求的特定技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.40
自引率
7.70%
发文量
9
审稿时长
13 weeks
期刊介绍: The main focus of this journal is to provide a platform for original empirical investigations in the field of professional, vocational and technical education, comparing the effectiveness, efficiency and equity of different vocational education systems at the school, company and systemic level. The journal fills a gap in the existing literature focusing on empirically-oriented academic research and stimulating the interest in strengthening the vocational part of the educational system, both at the basic and higher education level.
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