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Neural activation during emotional interference corresponds to emotion dysregulation in stressed teachers

Education

Neural activation during emotional interference corresponds to emotion dysregulation in stressed teachers

S. Fynes-clinton, C. Sherwell, et al.

Dive into the intriguing world of teacher stress and its impacts! This research, conducted by Samuel Fynes-Clinton, Chase Sherwell, Maryam Ziaei, Ashley York, Emma Sanders O'Connor, Kylee Forrest, Libby Flynn, Julie Bower, David Reutens, and Annemaree Carroll, unveils the complex relationship between cognitive control, emotion regulation, and neural activity in stressed teachers. Discover how emotional challenges influence their cognitive processes and what this means for educational outcomes.

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~3 min • Beginner • English
Abstract
Teacher stress and burnout has been associated with low job satisfaction, reduced emotional wellbeing, and poor student learning outcomes. Prolonged stress is associated with emotion dysregulation and has thus become a focus of stress interventions. This study examines emotional interference effects in a group of teachers suffering from high stress and to explore how individual differences in cognitive control, emotion dysregulation, and emotion recognition related to patterns of neural activity. Forty-nine teachers suffering moderate-high stress participated in an emotional counting Stroop task while their brain activity was imaged using functional magnetic resonance imaging. Participants viewed general or teacher specific words of either negative or neutral valence and were required to count the number of words on screen. Behavioural and neuroimaging results suggest that teachers are able to control emotional responses to negative stimuli, as no evidence of emotional interference was detected. However, patterns of neural activation revealed early shared engagement of regions involved in cognitive reappraisal during negative task conditions and unique late engagement of the hippocampus only while counting teacher-specific negative words. Further, we identified that greater emotion dysregulation was associated with increased activation of regions involved in cognitive control processes during neutral word trials. Teachers who showed slower emotion recognition performance were also found to have greater activation in regions associated with visual and word processing, specifically during the teacher specific negative word condition of the task. Future research should explore emotion regulation strategy use in teachers and utilise temporally sensitive neuroimaging techniques to further understand these findings.
Publisher
npj Science of Learning
Published On
Apr 20, 2022
Authors
Samuel Fynes-Clinton, Chase Sherwell, Maryam Ziaei, Ashley York, Emma Sanders O'Connor, Kylee Forrest, Libby Flynn, Julie Bower, David Reutens, Annemaree Carroll
Tags
teacher stress
burnout
cognitive control
emotion dysregulation
neural activity
fMRI
emotion recognition
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