Roberto La Marca
Biographic Data
| ID | 3515690 |
|---|---|
| NAME | Roberto La Marca |
| GIVEN NAMES | Roberto |
| FAMILY NAME | La Marca |
| SIGNATURE | LA MARCA R |
| AFFILIATIONS | University of Zurich |
| ORCID | 0000-0003-1975-0285 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Social overload and fear of negative evaluation mediate the effect of neuroticism on classroom disruptions that predicts occupational problems in teachers over two years
Research on teacher stress has identified classroom disruptions as a major risk factor. However, teachers perceive classroom disruptions “through the lens” of their own personalities. This observational study involving 42 teachers (28 female, M age = 39.66, SD = 11.99) aimed to compare teacher-perceived and observed classroom disruptions and examine how neuroticism, fear of negative evaluation, and social overload influence teachers’ perception o…
Teachers’ Heart Rate Variability and Behavioral Reactions in Aggressive Interactions
Aggressive student behavior is considered one of the main risk factors for teacher stress. The present study investigated teachers’ physiological and behavioral reactions when facing aggressive student behavior and examined which resources favor adaptive teacher reactions. The sample included 42 teachers. We assessed (a) teacher self-reports (i.e., resources, risk factors, and vital exhaustion) (b) classroom observations, (c) ambulatory assessmen…
Virtual reality-supported biofeedback for stress management
Heart rate variability biofeedback (HRV-BF) is frequently used for stress management. Recently, virtual reality technology has gained attention for delivery, promising higher immersion, motivation, and attention than classical screens. However, the effects of different technologies and breathing techniques are not yet understood. In this study, 107 healthy participants completed a session in one of four conditions: HRV-BF on a desktop screen, HRV…
Predictors of Psychological Strain and Allostatic Load in Teachers
Teacher stress significantly challenges teachers' health, teaching quality, and students' motivation and achievement. Thus, it is crucial to identify factors that effectively prevent it. Using a LASSO regression approach, we examined which factors predict teachers' psychological strain and allostatic load over two years. The study included 42 teachers (28 female, M age = 39.66, SD = 11.99) and three measurement time points: At baseline, we assess…
Teachers' perception of aggressive student behavior through the lens of chronic worry and resignation, and its association with psychophysiological stress
Aggressive student behavior is considered a leading risk factor for teacher stress. However, teachers' coping styles may affect how they perceive and respond to aggressive student behavior. This study tests whether teachers' perceptions of aggressive student behavior mainly mirror objectively observed aggression in presence of the teacher (as coded by external observers) or whether teachers' perception of aggressive student behavior primarily ref…
Teacher Stress
Teachers report elevated levels of stress and psychosomatic illnesses compared to other professions. Teacher stress has far-reaching consequences on their health outcomes, the student's motivation, and the economy. However, research on teacher stress relies mainly on self-reports, hence, assesses stress on purely subjective perception. Personal or subjective aspects can strongly influence these measures, and biological stress may even be unnotice…
Resilience as a Protective Factor in Basic Military Training, a Longitudinal Study of the Swiss Armed Forces
For recruits, basic military training (BMT) can be experienced as a stressful episode in which relevant protective factors such as resilience might be essential for successful completion of the training. The present study examined whether resilience would act as a protective factor during BMT in the Swiss Armed Forces. To this end, we conducted a cross-sectional and longitudinal study of resilience and psychological burden. At the beginning of th…
The Acute Autonomic Stress Response and Amniotic Fluid Glucocorticoids in Second-Trimester Pregnant Women
OBJECTIVE: The maternal autonomic nervous system (ANS) has received little attention in the investigation of biological mechanisms linking prenatal stress to fetal cortisol (F) excess. In vitro, norepinephrine and epinephrine inhibit placental 11β-hydroxysteroid dehydrogenase type 2 (11β-HSD2), which protects the fetus from F overexposure by inactivating it to cortisone (E). Here, we investigated the acute ANS stress response to an amniocentesis …
Psychobiological Effects of Prenatal Glucocorticoid Exposure in 10-Year-Old-Children
Background: Prenatal stress seems to have long-lasting effects on biological and psychological processes of the offspring. However, to date, there have been no studies investigating the effects of prenatal glucocorticoid exposure on psychological, endocrine, and autonomic responses to a standardized psychosocial stress test in children. Methods: A sample of 115 healthy, ten-year-old children was examined. The Glucocorticoids+Tocolytics group was …
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Psychobiological Effects of Prenatal Glucocorticoid Exposure in 10-Year-Old-Children
Background: Prenatal stress seems to have long-lasting effects on biological and psychological processes of the offspring. However, to date, there have been no studies investigating the effects of prenatal glucocorticoid exposure on psychological, endocrine, and autonomic responses to a standardized psychosocial stress test in children. Methods: A sample of 115 healthy, ten-year-old children was examined. The Glucocorticoids+Tocolytics group was …
The Acute Autonomic Stress Response and Amniotic Fluid Glucocorticoids in Second-Trimester Pregnant Women
OBJECTIVE: The maternal autonomic nervous system (ANS) has received little attention in the investigation of biological mechanisms linking prenatal stress to fetal cortisol (F) excess. In vitro, norepinephrine and epinephrine inhibit placental 11β-hydroxysteroid dehydrogenase type 2 (11β-HSD2), which protects the fetus from F overexposure by inactivating it to cortisone (E). Here, we investigated the acute ANS stress response to an amniocentesis …
Teacher Stress
Teachers report elevated levels of stress and psychosomatic illnesses compared to other professions. Teacher stress has far-reaching consequences on their health outcomes, the student's motivation, and the economy. However, research on teacher stress relies mainly on self-reports, hence, assesses stress on purely subjective perception. Personal or subjective aspects can strongly influence these measures, and biological stress may even be unnotice…
Resilience as a Protective Factor in Basic Military Training, a Longitudinal Study of the Swiss Armed Forces
For recruits, basic military training (BMT) can be experienced as a stressful episode in which relevant protective factors such as resilience might be essential for successful completion of the training. The present study examined whether resilience would act as a protective factor during BMT in the Swiss Armed Forces. To this end, we conducted a cross-sectional and longitudinal study of resilience and psychological burden. At the beginning of th…
Virtual reality-supported biofeedback for stress management
Heart rate variability biofeedback (HRV-BF) is frequently used for stress management. Recently, virtual reality technology has gained attention for delivery, promising higher immersion, motivation, and attention than classical screens. However, the effects of different technologies and breathing techniques are not yet understood. In this study, 107 healthy participants completed a session in one of four conditions: HRV-BF on a desktop screen, HRV…
Predictors of Psychological Strain and Allostatic Load in Teachers
Teacher stress significantly challenges teachers' health, teaching quality, and students' motivation and achievement. Thus, it is crucial to identify factors that effectively prevent it. Using a LASSO regression approach, we examined which factors predict teachers' psychological strain and allostatic load over two years. The study included 42 teachers (28 female, M age = 39.66, SD = 11.99) and three measurement time points: At baseline, we assess…
Teachers' perception of aggressive student behavior through the lens of chronic worry and resignation, and its association with psychophysiological stress
Aggressive student behavior is considered a leading risk factor for teacher stress. However, teachers' coping styles may affect how they perceive and respond to aggressive student behavior. This study tests whether teachers' perceptions of aggressive student behavior mainly mirror objectively observed aggression in presence of the teacher (as coded by external observers) or whether teachers' perception of aggressive student behavior primarily ref…
Teachers’ Heart Rate Variability and Behavioral Reactions in Aggressive Interactions
Aggressive student behavior is considered one of the main risk factors for teacher stress. The present study investigated teachers’ physiological and behavioral reactions when facing aggressive student behavior and examined which resources favor adaptive teacher reactions. The sample included 42 teachers. We assessed (a) teacher self-reports (i.e., resources, risk factors, and vital exhaustion) (b) classroom observations, (c) ambulatory assessmen…
Social overload and fear of negative evaluation mediate the effect of neuroticism on classroom disruptions that predicts occupational problems in teachers over two years
Research on teacher stress has identified classroom disruptions as a major risk factor. However, teachers perceive classroom disruptions “through the lens” of their own personalities. This observational study involving 42 teachers (28 female, M age = 39.66, SD = 11.99) aimed to compare teacher-perceived and observed classroom disruptions and examine how neuroticism, fear of negative evaluation, and social overload influence teachers’ perception o…
Psychology (8 works) · Clinical Psychology (7 works) · Medicine (6 works) · Clinical Psychology (5 works) · Developmental psychology (4 works) · Psychiatry (4 works) · Social Psychology (4 works) · Anxiety (3 works) · Internal Medicine (3 works) · Perception (3 works)