Stress and Resources in Vocational Problem Solving

Autor/inn/en	Kärner, Tobias; Minkley, Nina; Rausch, Andreas; Schley, Thomas; Sembill, Detlef
Titel	Stress and Resources in Vocational Problem Solving
Quelle	In: Vocations and Learning, 11 (2018) 3, S.365-398 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kärner, Tobias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-017-9193-8
Schlagwörter	Vocational Education; Problem Solving; Computer Simulation; Educational Technology; Technology Uses in Education; Stress Variables; Student Interests; Metabolism; Psychological Patterns; Difficulty Level; Attention + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Problemlösen; Computergrafik; Computersimulation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Studieninteresse; Stoffwechsel; Schwierigkeitsgrad; Aufmerksamkeit
Abstract	By adapting the job demands-resources model of Demerouti et al. "Journal of Applied Psychology," 86(3), 499-512, (2001) to vocational problem-solving situations, we aimed to investigate how, and to what extent, problem-solving demands and personal resources affect stress responses and task interest. Therefore, we used a problem-solving task from the business administration domain in a computer-based office simulation. We assigned 58 participants into two groups. The treatment group worked on the problem scenario, whereas the control group was instructed to inspect the computer-based scenario and to check the software's usability without solving the problem. Problem-solving demands, perceived stress, task interest, cardiovascular parameters, and cortisol concentration were assessed before, during and after the task at several time points. The vocational problem-solving task was associated with perceived time pressure, uncertainty, mental effort, task difficulty, and perceived stress. In addition, we found higher heart rate and cortisol concentration and lower heart rate variability values in the treatment group (compared to the control group) at the end of the task. Furthermore, we found that content knowledge buffers the impact of problem-solving demands on stress responses and it maintains task interest under high mental effort. Overall, we found evidence that vocational problem-solving activities bear stress-evoking potential and personal resources may provide buffering and maintaining functions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01