Teachers' physiological and self‐reported stress, teaching practices and students' learning outcomes in Grade 1
Jõgi, A., Pakarinen, E., & Lerkkanen, M. (2023). Teachers' physiological and self‐reported stress, teaching practices and students' learning outcomes in Grade 1. British Journal of Educational Psychology, 93(S1), 211-226. https://doi.org/10.1111/bjep.12529
Julkaistu sarjassa
British Journal of Educational PsychologyPäivämäärä
2023Tekijänoikeudet
© 2022 The Authors. British Journal of Educational Psycholog y published by John Wiley & Sons Ltd on behalf of British Psychological Society.
Background
Teachers' self-reported stress is related to the quality of teacher–student interactions and students' learning outcomes. However, it is unclear if teachers' physiological stress is related to child-centred teaching practices in the classroom and whether teaching practices mediate the link between teachers' stress and students' learning outcomes.
Aims
We studied the effect of teachers' physiological stress and self-reported stress on their teaching practices and thereby on students' learning outcomes in math.
Sample
A total of 53 classroom teachers and 866 Grade 1 students participated in the study.
Methods
Salivary cortisol in the middle of the school day and cortisol slope from morning peak to evening were used as indicators of teachers' physiological stress, in addition to self-reported teaching-related stress. Teaching practices were observed with the ECCOM instrument. Students' math skills controlled for gender and previous skills were used as a measure of learning outcomes. Data were analysed with a two-level SEM.
Results
Teachers' physiological stress did not have an effect on teaching practices or students' math skills. Teachers reporting less stress used relatively more child-centred teaching practices compared with teacher-directed ones. These practices had a marginal effect on classroom-level differences in the gain of students' math skills in Grade 1. There was neither a direct nor indirect effect from teachers' stress on students' math skills. Altogether, our model explained 77% of classroom-level variance in math skills.
Conclusions
Teachers' self-reported stress has an effect on their teaching practices, which, in turn, have a marginal effect on students' learning outcomes.
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Julkaisija
WileyISSN Hae Julkaisufoorumista
0007-0998Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/148836335
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Rahoittaja(t)
Suomen Akatemia; Ella ja Georg Ehrnroothin säätiö; TyösuojelurahastoRahoitusohjelmat(t)
Akatemiahanke, SA; MuutLisätietoja rahoituksesta
This study was funded by grants from the Finnish Work Environment Fund (2017–2020), Ella and Georg Ehrnrooth Foundation (2017–2018), the Academy of Finland (2018–2022, #317610), and the Faculty of Education and Psychology, University of Jyväskylä, Finland.Lisenssi
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
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