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

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 activation. 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

SUBMITTER: Fynes-Clinton S 

PROVIDER: S-EPMC9021303 | biostudies-literature | 2022 Apr

REPOSITORIES: biostudies-literature