A1 Journal article (refereed)
Teachers' physiological and self‐reported stress, teaching practices and students' learning outcomes in Grade 1 (2023)
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
JYU authors or editors
Publication details
All authors or editors: Jõgi, Anna‐Liisa; Pakarinen, Eija; Lerkkanen, Marja‐Kristiina
Journal or series: British Journal of Educational Psychology
ISSN: 0007-0998
eISSN: 2044-8279
Publication year: 2023
Publication date: 30/06/2022
Volume: 93
Issue number: S1
Pages range: 211-226
Publisher: Wiley
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.1111/bjep.12529
Publication open access: Openly available
Publication channel open access: Partially open access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/82318
Abstract
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.
Keywords: teachers; class teachers; stress (biological phenomena); stress management; teacher-pupil relationship; educational methods; student-centeredness; learning results; mathematics; mathematical skills; self-evaluation; experienced well-being; physiological psychology
Free keywords: math skills; physiological and self-reported stress; primary school
Contributing organizations
Related projects
- The role of teacher stress and wellbeing on the quality of pedagogical interactions
- Lerkkanen, Marja-Kristiina
- Finnish Work Environment Fund
- Is stress contagious in a classroom? Reciprocal relations between teacher and student well-being
- Pakarinen, Eija
- Ella ja Georg Ehrnrooth Foundation
- The effects of teacher-student interactions on child outcomes: Behavioral and
psychophysiological mechanisms- Lerkkanen, Marja-Kristiina
- Research Council of Finland
Ministry reporting: Yes
Reporting Year: 2022
JUFO rating: 2
