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Teachers' ambulatory heart rate variability as an outcome and moderating variable in the job demands-resources model

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Schmid, Regina Franziska ; Thomas, Joachim:
Teachers' ambulatory heart rate variability as an outcome and moderating variable in the job demands-resources model.
In: Anxiety, stress, & coping. 33 (2020) 4. - S. 387-402.
ISSN 1477-2205 ; 1061-5806

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Verfügbar unter folgender Lizenz: Creative Commons: Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) Creative Commons: Namensnennung, nicht kommerziell, keine Bearbeitung (CC BY-NC-ND 4.0) .

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Volltext Link zum Volltext (externe URL):
https://doi.org/10.1080/10615806.2020.1746286

Kurzfassung/Abstract

Background and Objectives: According to the job demands-resources (JD-R) model, strain reactions are based on the level of job demands and moderating resources. The present study aims to contribute to psychophysiological research by integrating vagally mediated heart rate variability (HRV) into the JD-R framework.
Design and Methods: Using a sample of school teachers, we conducted an ambulatory assessment study to investigate HRV as (1) a state outcome measure of job demands and resources and (2) a trait moderator in the relationship between job demands and emotional exhaustion. In total, 101 participants wore an electrocardiogram device on two school days and rated their level of job demands (emotional demands and time pressure), job resources (control and support), and exhaustion six times a day. Based on 669 measurements, multilevel models of the 5-minute state HRV measure and emotional exhaustion were built.
Results: The results supported the health-impairing effects of job demands on emotional exhaustion but not state HRV. There was no evidence of the moderating effects of job resources. Notably, the 48-hour trait HRV measure significantly buffered the effect of emotional demands on exhaustion.
Conclusions: These findings highlight the stress-buffering potential of trait HRV as theoretical research extension and practical intervention goal.

Weitere Angaben

Publikationsform:Artikel
Sprache des Eintrags:Englisch
Institutionen der Universität:Philosophisch-Pädagogische Fakultät > Psychologie > Psychologie IV - Professur für Psychologische Diagnostik und Interventionspsychologie
DOI / URN / ID:10.1080/10615806.2020.1746286
Open Access: Freie Zugänglichkeit des Volltexts?:Ja
Peer-Review-Journal:Ja
Verlag:Brunner-Routledge
Die Zeitschrift ist nachgewiesen in:
Titel an der KU entstanden:Ja
KU.edoc-ID:26016
Eingestellt am: 08. Mär 2021 14:08
Letzte Änderung: 11. Mai 2022 15:25
URL zu dieser Anzeige: https://edoc.ku.de/id/eprint/26016/
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