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


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.

We studied the effect of teachers' physiological stress and self-reported stress on their teaching practices and thereby on students' learning outcomes in math.

A total of 53 classroom teachers and 866 Grade 1 students participated in the study.

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.

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.

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

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Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 2

Last updated on 2023-03-10 at 12:53