Methods: The initial search identified 2483 publications, including 47 that met the inclusion criteria. Purpose: The purpose of this systematic review was to identify sources of stress, consequences of chronic stress and moderators of stress in physical education teachers and to formulate implications for future research and teacher education. Linking these data collection and analysis approaches enabled us to disentangle and model sources, outcomes, and contexts of occupational stress in academia. The data were analyzed using two approaches: 1) multilevel statistical modelling for repeated data to analyze relations between work environment risk factors and stress outcomes on a within- and between-person level, based on EMA results and a baseline screening, and 2) machine-learning focusing on building prediction models to develop and evaluate acute stress detection models, based on physiological data and smartphone sensor and usage data. These data provide information on workplace context using our self-developed Android smartphone app. These results were combined with continuously tracked physiological stress responses using wearable devices and smartphone sensor and usage data. Work environment risk factors, stress outcomes, health-related behaviors, and work activities were measured repeatedly via an ecological momentary assessment (EMA), specially developed for this project. The STRAW project adds novel aspects to occupational stress research among academic staff by measuring day-to-day stress in their real-world work environments over 15 working days. Several studies have reported on increasing psychosocial stress in academia due to work environment risk factors like job insecurity, work-family conflict, research grant applications, and high workload. The findings offer three major empirical implications, makes two theoretical contributions, and offers four practical suggestions for researchers and practitioners. However, the intervention sustained both types of integration practices. The results suggest that the support increased the extent to which the teachers' needs were met, resulting in more high-quality (student-centered) but not low-quality (lecturing) integration practices. Pre-, post- and delay- questionnaires and two arounds of interviews were used to collect the teachers perceptions on needs satisfaction and technology integration practices. It had a sequential explanatory mixed-methods design, involved 122 school teachers and lasted for 22 months. It proposed a school learning support intervention with three dimensions-leader, expert, and peer support-to meet teachers' basic needs and thereby increase their motivation for and persistence in classroom technology integration. Accordingly, this experimental and longitudinal study aimed to investigate how the proposed support encouraged and sustained the low- and high- quality teachers' integration practices. SDT founders also recently suggested that future studies should include teacher motivation towards the use of technology. Teachers' persistence is strongly associated with their autonomous motivation, as defined by self-determination theory (SDT) however, most SDT-based studies have focused on teachers' support and students' motivation and well-being. Teacher technology integration research on persistence is needed.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |