Teachers' physiological and self‐reported stress, teaching practices and students' learning outcomes in Grade 1-Reference-Cited by-同舟云学术

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Teachers' physiological and self‐reported stress, teaching practices and students' learning outcomes in Grade 1

Published:2022-06-30 Issue:S1 Volume:93 Page:211-226
ISSN:0007-0998
Container-title:British Journal of Educational Psychology
language:en
Short-container-title:Brit J of Edu Psychol

Author:

Jõgi Anna‐Liisa¹²^ORCID,Pakarinen Eija¹,Lerkkanen Marja‐Kristiina¹

Affiliation:

1. Department of Teacher Education University of Jyväskylä Jyväskylä Finland

2. School of Educational Sciences Tallinn University Tallinn Estonia

Funder

Jyväskylän Yliopisto

Ella ja Georg Ehrnroothin Säätiö

Työsuojelurahasto

Ella and Georg Ehrnrooth Foundation

Finnish Work Environment Fund

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjep.12529

Reference64 articles.

1. Assessing salivary cortisol in large-scale, epidemiological research

2. Diurnal cortisol slopes and mental and physical health outcomes: A systematic review and meta-analysis

3. Relations between teachers’ emotional exhaustion and students’ educational outcomes.

4. Cortisol dysregulation in school teachers in relation to burnout, vital exhaustion, and effort–reward-imbalance

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1. Support from parents, teachers, and peers and the moderation of subjective and objective stress of secondary school student;Scientific Reports;2024-01-12

2. Exploration of Innovative Practical Path of Party Building Work in Colleges and Universities Based on Cognitive Mapping Construction;Applied Mathematics and Nonlinear Sciences;2023-12-11

3. Teaching practices mediating the effect of teachers’ psychological stress, and not physiological on their visual focus of attention;Frontiers in Education;2023-11-22

4. Supportive Relationships with Parents, Teachers, and Peers and Student’s Subjective and Objective Stress Levels;2023-10-10

5. Why Inclusive Resources Matter—The Importance of Inclusive Internal Resources for Strain and Intended Inclusive Practices of Pre-Service Teachers;Education Sciences;2023-05-20

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