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Handling Demanding Situations: Associations between Teachers' Interpersonal Behavior, Physiological Responses, and Emotions.

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Title: Handling Demanding Situations: Associations between Teachers' Interpersonal Behavior, Physiological Responses, and Emotions.
Authors: Donker, Monika H. (AUTHOR), Scheepers, Daan (AUTHOR), van Gog, Tamara (AUTHOR), van den Hove, Mariska (AUTHOR), McIntyre, Nora (AUTHOR), Mainhard, Tim (AUTHOR)
Source: Journal of Experimental Education. 2025, Vol. 93 Issue 1, p91-109. 19p.
Subjects: Secondary school teachers, High school teachers, Cardiac output, Teacher organizations, Video recording
Abstract: Teaching can be emotionally demanding. The current study investigated how teachers handle demanding situations in class, and how their behavioral and physiological reactions shape their emotions after the lesson. Interpersonal behaviors of 80 secondary school teachers were coded based on video recordings of one real-life lesson. During the lesson, heart rate and cardiac output were recorded continuously as indicator of relative challenge versus threat motivational states. Overall, teachers differed substantially in the number of demanding situations and how they changed their interpersonal behavior and physiological responses. Although teachers' behavioral and physiological changes were not a straightforward predictor of their emotional outcomes, especially teachers with dispositional low agency or communion were at risk of less positive and more negative emotions. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Handling Demanding Situations: Associations between Teachers' Interpersonal Behavior, Physiological Responses, and Emotions.
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  Data: <searchLink fieldCode="AR" term="%22Donker%2C+Monika+H%2E%22">Donker, Monika H.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Scheepers%2C+Daan%22">Scheepers, Daan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22van+Gog%2C+Tamara%22">van Gog, Tamara</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22van+den+Hove%2C+Mariska%22">van den Hove, Mariska</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McIntyre%2C+Nora%22">McIntyre, Nora</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mainhard%2C+Tim%22">Mainhard, Tim</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Education%22">Journal of Experimental Education</searchLink>. 2025, Vol. 93 Issue 1, p91-109. 19p.
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  Label: Abstract
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  Data: Teaching can be emotionally demanding. The current study investigated how teachers handle demanding situations in class, and how their behavioral and physiological reactions shape their emotions after the lesson. Interpersonal behaviors of 80 secondary school teachers were coded based on video recordings of one real-life lesson. During the lesson, heart rate and cardiac output were recorded continuously as indicator of relative challenge versus threat motivational states. Overall, teachers differed substantially in the number of demanding situations and how they changed their interpersonal behavior and physiological responses. Although teachers' behavioral and physiological changes were not a straightforward predictor of their emotional outcomes, especially teachers with dispositional low agency or communion were at risk of less positive and more negative emotions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220973.2023.2249837
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        Text: English
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              Text: 2025
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