Exploring Stress and Recovery among High-Achieving Career Development Event Teams: A Mixed Methods Study

Autor/inn/en	Bowling, Amanda M.; Thieman, Erica B.
Titel	Exploring Stress and Recovery among High-Achieving Career Development Event Teams: A Mixed Methods Study
Quelle	In: Journal of Agricultural Education, 61 (2020) 2, S.142-161 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agricultural Education; Career Development; Competition; Stress Management; Stress Variables; Resilience (Psychology); Sleep; Fatigue (Biology); Teacher Responsibility; Coping; Coaching (Performance); Rural Schools; High School Students; High School Teachers; Metabolism; High Achievement; Wellness; Missouri + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Berufsentwicklung; Wettkampf; Stressmanagement; Stressbewältigung; Schlaf; Fatigue; Ermüdung; Lehrverpflichtung; Bewältigung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Stoffwechsel; Well being; Well-being; Wohlbefinden
Abstract	School Based Agricultural Education (SBAE) teachers can experience physiological stress through their various roles and responsibilities, including preparing Career Development Event (CDE) teams. Through CDE participation, students can encounter numerous benefits, but these academic competitions could be catalysts for stress. The purpose of this exploratory case study was to contextualize the experiences of high-achieving SBAE teachers and CDE participants through the lens of stress and resilience. Using a concurrent triangulated mixed methods design, physiological, quantitative data were collected through ambulatory heart rate monitors, and qualitative data were collected through teacher and CDE participant daily journals. We found that teachers encountered stress reactions the majority of the time with little to no recovery, where students experienced a more extensive range of stress reactions and recovery within the quantitative analysis. Both CDE context-specific and role-specific stress catalysts existed within the qualitative and convergent analysis. SBAE teachers and CDE participants should utilize strategies that address both: (1) sleep deprivation; and (2) anticipatory and in-action stress to allow for increased cognitive performance and resilience. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01