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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

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 allostati...

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Autores principales: Wettstein, Alexander, Jenni, Gabriel, Schneider, Ida, Kühne, Fabienne, grosse Holtforth, Martin, La Marca, Roberto
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10218379/
https://www.ncbi.nlm.nih.gov/pubmed/37239489
http://dx.doi.org/10.3390/ijerph20105760
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author Wettstein, Alexander
Jenni, Gabriel
Schneider, Ida
Kühne, Fabienne
grosse Holtforth, Martin
La Marca, Roberto
author_facet Wettstein, Alexander
Jenni, Gabriel
Schneider, Ida
Kühne, Fabienne
grosse Holtforth, Martin
La Marca, Roberto
author_sort Wettstein, Alexander
collection PubMed
description 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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spelling pubmed-102183792023-05-27 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, Alexander Jenni, Gabriel Schneider, Ida Kühne, Fabienne grosse Holtforth, Martin La Marca, Roberto Int J Environ Res Public Health Article 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. MDPI 2023-05-09 /pmc/articles/PMC10218379/ /pubmed/37239489 http://dx.doi.org/10.3390/ijerph20105760 Text en © 2023 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Wettstein, Alexander
Jenni, Gabriel
Schneider, Ida
Kühne, Fabienne
grosse Holtforth, Martin
La Marca, Roberto
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
title 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
title_full 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
title_fullStr 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
title_full_unstemmed 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
title_short 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
title_sort 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
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10218379/
https://www.ncbi.nlm.nih.gov/pubmed/37239489
http://dx.doi.org/10.3390/ijerph20105760
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