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Evaluation of Commercial-Off-The-Shelf Wrist Wearables to Estimate Stress on Students

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Teachers' situational physiological stress and aﬀect.

Anna-Liisa Jõgi¹, Lars-Erik Malmberg², Eija Pakarinen³

¹Tallinn University, Estonia; University of Jyväskylä, Finland.

Psychoneuroendocrinology

|January 19, 2023

Summary

Teachers

Keywords:

Affect Cortisol Intraindividual relations Physiological stress Structural equation modeling Teachers

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Area of Science:

Psychology
Education
Physiology

Background:

Teaching is a high-stress profession.
Limited understanding of intraindividual relationships between physiological stress and affect in teachers.
Need for research on situational stress and affect in real-world classroom settings.

Purpose of the Study:

Investigate associations between situational physiological stress and affect in primary school teachers.
Examine the acute effects of stress on positive and negative affect during the workday.
Utilize a novel multilevel structural equation model (MSEM) for analysis.

Main Methods:

Collected salivary cortisol samples (six per day) from 61 Finnish primary school teachers over two workdays.
Administered the Positive and Negative Affect Schedule (PANAS) four times daily.
Employed a novel multilevel structural equation model (MSEM) with time-varying covariates.

Main Results:

Higher situational physiological stress (cortisol levels) was associated with lower positive affect (e.g., enthusiasm).
Higher situational physiological stress was linked to higher negative affect (e.g., nervousness).
Demonstrated acute/situational effects of stress on teachers' affect.

Conclusions:

Situational stress significantly impacts teachers' immediate affective experiences.
The sequence of sampling and observation is crucial for stress-affect modeling.
Findings offer practical insights for enhancing teacher well-being and stress management.