Educators' emotion regulation strategies and their physiological indicators of chronic stress over 1 year

Deirdre A. Katz, Alexis Harris, Rachel Abenavoli, Mark T. Greenberg, Patricia A. Jennings

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

Studies show teaching is a highly stressful profession and that chronic work stress is associated with adverse health outcomes. This study analysed physiological markers of stress and self-reported emotion regulation strategies in a group of middle school teachers over 1 year. Chronic physiological stress was assessed with diurnal cortisol measures at three time points over 1 year (fall, spring, fall). The aim of this longitudinal study was to investigate the changes in educators' physiological level of stress. Results indicate that compared to those in the fall, cortisol awakening responses were blunted in the spring. Further, this effect was ameliorated by the summer break. Additionally, self-reported use of the emotion regulation strategy reappraisal buffered the observed blunting that occurred in the spring.

Original languageEnglish (US)
Pages (from-to)278-285
Number of pages8
JournalStress and Health
Volume34
Issue number2
DOIs
StatePublished - Apr 2018

All Science Journal Classification (ASJC) codes

  • Clinical Psychology
  • Applied Psychology
  • Psychiatry and Mental health

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    Katz, D. A., Harris, A., Abenavoli, R., Greenberg, M. T., & Jennings, P. A. (2018). Educators' emotion regulation strategies and their physiological indicators of chronic stress over 1 year. Stress and Health, 34(2), 278-285. https://doi.org/10.1002/smi.2782