ArticleEuropean journal of investigation in health, psychology and education2024
Teachers' Heart Rate Variability and Behavioral Reactions in Aggressive Interactions: Teachers Can Downregulate Their Physiological Arousal, and Progesterone Favors Social Integrative Teacher Responses.
Article in European journal of investigation in health, psychology and education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- ATLAS-a psychobiological model of teacher stress in classroom interactions.Frontiers in psychology · 2026Review
- Teachers' acute cardiovascular response to observed classroom disruptions and resulting chronic endocrine stress. Analysis of dynamic effects with global assessments for state space grids.Frontiers in physiology · 2026Article
- Inferential accuracy in classroom contexts.Frontiers in psychology · 2025Review
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Authors and funding
7 authors.
Funding
Abstract
Aggressive student behavior is considered one of the main risk factors for teacher stress. The present study investigated teachers' physiological and behavioral reactions when facing aggressive student behavior and examined which resources favor adaptive teacher reactions. The sample included 42 teachers. We assessed (a) teacher self-reports (i.e., resources, risk factors, and vital exhaustion) (b) classroom observations, (c) ambulatory assessments of teachers' heart rate and heart rate variability, and (d) teachers' progesterone concentrations in the hair. The present study focused on a subsample of ten teachers (9 females,
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