A conceptual frame model for the analysis of aggression in social interactions.

Wettstein, Alexander

doi:10.1037/h0099218

Cited by 6 publications

(5 citation statements)

References 41 publications

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“…Consequently, no significant relationship to self-reports can be found. Finally, the disassociation between self-reported stress and HCC may be due to difficulties in perceiving one’s (physiological) state adequately ( Pennebaker, 1982 ; Mauss and Robinson, 2009 ; Campbell and Ehlert, 2012 ; Wettstein, 2012 ; Gidlow et al, 2016 ; Stalder et al, 2017 ). The latter could lead to teachers suffering from unfavorable physiological stress consequences endangering their health in the long run without realizing it.…”

Section: Discussionmentioning

confidence: 99%

Longitudinal Associations Between Core Self-Evaluation, Vital Exhaustion and Hair Cortisol in Teachers and the Mediating Effects of Resignation Tendency

et al. 2022

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Work-related stress appears to be especially high among teachers. However, most research on teacher stress relies exclusively on teachers’ self-reports. Little is known about the physiological correlates of affective stress in teachers. This longitudinal study investigates the relationship between core self-evaluation and adverse psychological and physiological stress outcomes in 42 teachers. Self-report questionnaires were used to assess core self-evaluation, vital exhaustion, and resignation tendency. The concentration of cortisol was assessed using hair samples. One year after the initial measurement, vital exhaustion and hair cortisol were assessed again. Path-analytic mediational models showed that core self-evaluation strongly predicted vital exhaustion, and resignation tendency partially mediated this relationship. However, core self-evaluation did not predict hair cortisol concentration. These findings suggest that core self-evaluation plays a crucial role in preventing vital exhaustion among teachers. A positive core self-evaluation seems beneficial for teachers’ primary and secondary appraisal and an essential resource for the long-term prevention of self-reported vital exhaustion.

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Section: Discussionmentioning

confidence: 99%

Longitudinal Associations Between Core Self-Evaluation, Vital Exhaustion and Hair Cortisol in Teachers and the Mediating Effects of Resignation Tendency

et al. 2022

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“…Consequently, no significant relationship to self-reports can be found. Finally, the missing association between self-reported stress levels and HCC may be due to difficulties in perceiving one's own (physiological) state adequately (Campbell & Ehlert, 2012 ; Gidlow et al, 2016 ; Mauss & Robinson, 2009 ; Pennebaker, 1982 ; Stalder et al, 2017 ; Wettstein, 2012 ). The latter could lead to teachers suffering from unfavorable physiological stress consequences that endanger their health in the long run without realizing it.…”

Section: Discussionmentioning

confidence: 99%

Teachers' perception of aggressive student behavior through the lens of chronic worry and resignation, and its association with psychophysiological stress: An observational study

et al. 2023

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Aggressive student behavior is considered a leading risk factor for teacher stress. However, teachers' coping styles may affect how they perceive and respond to aggressive student behavior. This study tests whether teachers' perceptions of aggressive student behavior mainly mirror objectively observed aggression in presence of the teacher (as coded by external observers) or whether teachers' perception of aggressive student behavior primarily reflects teachers' avoidant coping styles, such as chronic worry and resignation. Finally, we examine whether observed and teacher-perceived aggression relates to increased vital exhaustion and psychophysiological stress among teachers (i.e., higher hair cortisol concentration). In an ambulatory assessment study, we administered self-reports to 42 Swiss teachers to assess perceived student aggression, chronic worry, resignation, and vital exhaustion. Additionally, four consecutive lessons per teacher were filmed, and aggressive student behavior in presence of the teacher was coded by four trained external observers. The concentration of cortisol was assessed in hair samples. Results showed that teacher-perceived and observed aggression were moderately associated. Observed aggression was related to teacher perceptions to a much lesser extent than teachers' avoidant coping styles, that is, chronic worry and resignation. While teacher-perceived student aggression was associated with teachers' self-reported vital exhaustion, we did not find any significant association with hair-cortisol concentration. Our findings suggest that teachers perceive student aggression through the lens of their coping styles. Teachers' dysfunctional coping styles are associated with an overestimation of student aggression. Teachers' overestimation of student aggression relates to higher levels of vital exhaustion. Therefore, it is crucial to identify and change teachers' dysfunctional coping styles to prevent a vicious cycle of dysfunctional teacher–student interactions.

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“…Physiological processes based on the evolutionarily older system respond more immediately to environmental stressors and are much less amenable to being influenced by the conscious cognitive system. Accordingly, it is challenging for the psychological system to interpret the biological processes of its own body correctly [102,103]. Unfavorable physiological stress responses, such as high blood pressure or chronically increased cortisol exposure, are often unrecognized.…”

Section: Discussionmentioning

confidence: 99%

Predictors of Psychological Strain and Allostatic Load in Teachers: Examining the Long-Term Effects of Biopsychosocial Risk and Protective Factors Using a LASSO Regression Approach

Wettstein

Jenni

Schneider

et al. 2023

IJERPH

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Teacher stress significantly challenges teachers’ health, teaching quality, and students’ motivation and achievement. Thus, it is crucial to identify factors that effectively prevent it. Using a LASSO regression approach, we examined which factors predict teachers’ psychological strain and allostatic load over two years. The study included 42 teachers (28 female, Mage = 39.66, SD = 11.99) and three measurement time points: At baseline, we assessed teachers’ (a) self-reports (i.e., on personality, coping styles, and psychological strain), (b) behavioral data (i.e., videotaped lessons), and (c) allostatic load (i.e., body mass index, blood pressure, and hair cortisol concentration). At 1- and 2-year follow-ups, psychological strain and allostatic load biomarkers were reassessed. Neuroticism and perceived student disruptions at baseline emerged as the most significant risk factors regarding teachers’ psychological strain two years later, while a positive core self-evaluation was the most important protective factor. Perceived support from other teachers and the school administration as well as adaptive coping styles were protective factors against allostatic load after two years. The findings suggest that teachers’ psychological strain and allostatic load do not primarily originate from objective classroom conditions but are attributable to teachers’ idiosyncratic perception of this environment through the lens of personality and coping strategies.

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A conceptual frame model for the analysis of aggression in social interactions.

Cited by 6 publications

References 41 publications

Longitudinal Associations Between Core Self-Evaluation, Vital Exhaustion and Hair Cortisol in Teachers and the Mediating Effects of Resignation Tendency

Longitudinal Associations Between Core Self-Evaluation, Vital Exhaustion and Hair Cortisol in Teachers and the Mediating Effects of Resignation Tendency

Teachers' perception of aggressive student behavior through the lens of chronic worry and resignation, and its association with psychophysiological stress: An observational study

Predictors of Psychological Strain and Allostatic Load in Teachers: Examining the Long-Term Effects of Biopsychosocial Risk and Protective Factors Using a LASSO Regression Approach

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