A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
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-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Jõgi, Anna‐Liisa; Pakarinen, Eija; Lerkkanen, Marja‐Kristiina
Lehti tai sarja: British Journal of Educational Psychology
ISSN: 0007-0998
eISSN: 2044-8279
Julkaisuvuosi: 2023
Ilmestymispäivä: 30.06.2022
Volyymi: 93
Lehden numero: S1
Artikkelin sivunumerot: 211-226
Kustantaja: Wiley
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1111/bjep.12529
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/82318
Tiivistelmä
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.
YSO-asiasanat: opettajat; luokanopettajat; stressi; stressinhallinta; opettaja-oppilassuhde; opetusmenetelmät; oppilaslähtöisyys; oppimistulokset; matematiikka; matemaattiset taidot; itsearviointi; koettu hyvinvointi; fysiologinen psykologia
Vapaat asiasanat: math skills; physiological and self-reported stress; primary school
Liittyvät organisaatiot
Hankkeet, joissa julkaisu on tehty
- Opettajien stressin säätely ja työhyvinvointi sekä niiden yhteys pedagogisen työn laatuun
- Lerkkanen, Marja-Kristiina
- Työsuojelurahasto
- Is stress contagious in a classroom? Reciprocal relations between teacher and student well-being
- Pakarinen, Eija
- Ella ja Georg Ehrnroothin säätiö
- Luokkahuonevuorovaikutusta säätelevät behavioraaliset ja psykofysiologiset mekanismit ja niiden yhteys oppimiseen ja motivaatioon
- Lerkkanen, Marja-Kristiina
- Suomen Akatemia
OKM-raportointi: Kyllä
VIRTA-lähetysvuosi: 2022
JUFO-taso: 2
