Efficacy of an online stress management training for beginning teachers

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

DRKS

Registry ID

DRKS00013880

Enrollment

200

Registered

2018-02-23

Start date

2018-08-11

Completion date

Unknown

Last updated

2025-12-08

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Perceived Stress

Interventions

Group 1: Intervention group: Online stress management training consisting of 7 sessions each with a processing time of approx. 45-60 minutes. Access to an add-on module to promote classroom management

Eligibility

Sex/Gender

All

Age

18 Years to No maximum

Inclusion criteria

Inclusion criteria: increased stress level (PSS-10) = 22), being a trainee teacher, internet access

Exclusion criteria

Exclusion criteria: - diagnosed psychosis or dissociative symptoms in the past - current psychotherapy, on a waiting list for a psychotherapy or intention to start a psychotherapy in a short time - Starting or changing a drug treatment because of stress, anxiety, or depressive complaints in the last 4 weeks. - increased suicide risk (BDI-II value for question 9 > 1)

Design outcomes

Primary

Measure	Time frame
Level of perceived stress as measured by the perceived stress scale (PSS-10, Cohen, 1983), in screening (S), before intervention (t0), after intervention (t1), at 3-month follow-up (t2 ), as well as in a 6-month follow-up (t3, intervention group only).	—

Secondary

Measure	Time frame
• Demographic variables (S) • Depression - ADS-K (Hautzinger, Bailer, Hofmeister, & Keller, 2012) (t0, t1, t2, t3) • Fear at the start of a teacher career - self-developed questionnaire (t0, t1, t2, t3) • Anxiety - GAD-7 (Löwe et al., 2008) (t0, t1, t2, t3) • Emotional exhaustion- MBI-GS-D-EE - (Büssing & Perrar, 1992) (t0, t1, t2, t3) • Insomnia - ISI (Morin, Belleville, Bélanger, & Ivers, 2011) (t0, t1, t2, t3) • Cognitive irritation - IS-KI (Mohr, Rigotti, & Müller, 2005) (t0, t1, t2, t3) • Occupational situation - adapted version ERI-S (Siegrist, Wege, Pühlhofer, & Wahrendorf, 2009) (t0, t1, t2, t3) Absentism (Tic-P: Item B1 & B2) (Hakkaart-van Roijen, Donker, & Tiemens, 2002) (t0, t1, t2, t3) Presentism (Tic-P: Item C1) (Hakkaart-van Roijen, Donker, & Tiemens, 2002) (t0, t1, t2, t3) • job satisfaction (adapted by Kunter et al., 2010) (t0, t1, t2, t3) • General self-efficacy (Schwarzer & Schmitz, 1999) (t0, t1, t2, t3) • Emotional Regulation Skills - Subscales: Understanding, Acceptance and Self-Support - SEK-27 (Berking & Znoj, 2008) (t0, t1, t2, t3) • Problem Solving Capabilities - Subscales: Negative Problem Orientation and Avoidance - SPSI-R (D'Zurilla, Nezu, & Maydeu-Olivares, 2002) (t0, t1, t2, t3) • Classroom management self-efficacy (Tschannen-Moran & Hoy, 2001) (t0, t1, t2, t3) • Client Satisfaction - CSQ-8 (Hakkaart-van Roijen, Donker, & Tiemens, 2002) (t1) Dropout reasons (t1) * S: Screening t0: pre t1: post t2: 3-month follow-up t3: 6-month follow-up	—

Measure

Time frame

• Demographic variables (S) • Depression - ADS-K (Hautzinger, Bailer, Hofmeister, & Keller, 2012) (t0, t1, t2, t3) • Fear at the start of a teacher career - self-developed questionnaire (t0, t1, t2, t3) • Anxiety - GAD-7 (Löwe et al., 2008) (t0, t1, t2, t3) • Emotional exhaustion- MBI-GS-D-EE - (Büssing & Perrar, 1992) (t0, t1, t2, t3) • Insomnia - ISI (Morin, Belleville, Bélanger, & Ivers, 2011) (t0, t1, t2, t3) • Cognitive irritation - IS-KI (Mohr, Rigotti, & Müller, 2005) (t0, t1, t2, t3) • Occupational situation - adapted version ERI-S (Siegrist, Wege, Pühlhofer, & Wahrendorf, 2009) (t0, t1, t2, t3) Absentism (Tic-P: Item B1 & B2) (Hakkaart-van Roijen, Donker, & Tiemens, 2002) (t0, t1, t2, t3) Presentism (Tic-P: Item C1) (Hakkaart-van Roijen, Donker, & Tiemens, 2002) (t0, t1, t2, t3) • job satisfaction (adapted by Kunter et al., 2010) (t0, t1, t2, t3) • General self-efficacy (Schwarzer & Schmitz, 1999) (t0, t1, t2, t3) • Emotional Regulation Skills - Subscales: Understanding, Acceptance and Self-Support - SEK-27 (Berking & Znoj, 2008) (t0, t1, t2, t3) • Problem Solving Capabilities - Subscales: Negative Problem Orientation and Avoidance - SPSI-R (D'Zurilla, Nezu, & Maydeu-Olivares, 2002) (t0, t1, t2, t3) • Classroom management self-efficacy (Tschannen-Moran & Hoy, 2001) (t0, t1, t2, t3) • Client Satisfaction - CSQ-8 (Hakkaart-van Roijen, Donker, & Tiemens, 2002) (t1) Dropout reasons (t1) * S: Screening t0: pre t1: post t2: 3-month follow-up t3: 6-month follow-up

—

Countries

Germany

Contacts

Public ContactHanna Heckendorf

Leuphana Universität Professur für Gesundheitspsychologie und Angewandte Biologische Psychologie Institut für Psychologie

gelassen@leuphana.de04131-677-2721

Outcome results

None listed

Source: DRKS (via WHO ICTRP) · Data processed: Feb 4, 2026