Investigating the Effects of a Dyad Intervention on Teacher Resilience, Mental Health, and Social Emotions and Behavior

A scale measuring depression, anxiety, and stress (Henry & Crawford, 2005; Nilges & Essau, 2021). The scale ranges from 0 to 3, where higher scores indicate more depression, anxiety, and stress.

A scale measuring burnout (Maslach & Jackson, 1981; Schwarzer et al., 2000). The scale ranges from 1 to 5, where higher scores indicate more burnout.

A scale measuring psychological resilience (Connor & Davidson, 2003; Sarubin et al., 2015). The scale ranges from 1 to 5, where higher scores indicate more resilience.

A scale measuring self-compassion (SOCS-S) and compassion for others (SOCS-O; Gu et al., 2020). The scale ranges from 1 to5, where higher scores indicate more compassion.

A scale measuring active listening (Mishima et al., 2000). The scale ranges from 1 to 5, where, higher scores indicate more active listening.

This task assesses behavioral empathy and compassion using emotional video clips (Kanske et al., 2015; Klimecki et al., 2013; Valk et al., 2016). Higher scores indicate more empathy or more compassion.

In this task, teacher-reported perceptions of their classroom and workplace networks are used to assess the frequency and pleasantness of interactions, as well as relationships within the network. Higher scores indicate more (a) Teacher-perceived interaction frequency (with pupils and teachers), (b) Teacher-perceived network density (% of total ties / all possible ties) (of the classroom, and of work colleagues), (c) Teacher-perceived interaction pleasantness ratio (pupil-pupil and teacher-teacher).

Resting assessment of autonomic physiology. Participants sit quietly with eyes closed and no specific task is given. Autonomic activity will be measured with PLUX Biosignals sensors including a 3-point ECG sensor attached to the chest.

Resting autonomic physiology data will be analyzed with PLUX OpenSignals software to assess Heart Rate Variability (HRV).

Resting assessment of autonomic physiology. Participants sit quietly with eyes closed and no specific task is given. Autonomic activity will be measured with PLUX Biosignals sensors including a 2-point EDA sensor attached to the index and middle fingers of the non-dominant hand.

Resting autonomic physiology data will be analyzed with PLUX OpenSignals software to assess Skin Conductance Response (SCR)

Resting assessment of autonomic physiology. Participants sit quietly with eyes closed and no specific task is given. Autonomic activity will be measured with PLUX Biosignals sensors including an inductive respiration adjustable chest strap. Resting autonomic physiology data will be analyzed with PLUX OpenSignals software to assess Respiratory Sinus Arrhythmia (RSA) and breathing cycle amplitude and frequency

Phasic assessment of autonomic physiology as participants complete a semi-structured lesson plan in classrooms. Participants watch a series of short clips from Inside Out with their students. These clips have emotional (positive and negative) content. After watching the clips participants facilitate a class discussion encouraging students to consider the function of various emotions and self-regulation strategies for managing difficult emotional experiences. Following the discussion, participants are asked to sit quietly while students complete self-report surveys.

Phasic autonomic physiology data will be analyzed with PLUX OpenSignals software to assess HRV and RSA (3-point ECG attached to the chest)

Phasic assessment of autonomic physiology as participants complete a semi-structured lesson plan in classrooms. Participants watch a series of short clips from Inside Out with their students. These clips have emotional (positive and negative) content. After watching the clips participants facilitate a class discussion encouraging students to consider the function of various emotions and self-regulation strategies for managing difficult emotional experiences. Following the discussion, participants are asked to sit quietly while students complete self-report surveys.

Phasic autonomic physiology data will be analyzed with PLUX OpenSignals software to assess SCR (2-point EDA attached to the non-dominant hand)

Phasic assessment of autonomic physiology as participants complete a semi-structured lesson plan in classrooms. Participants watch a series of short clips from Inside Out with their students. These clips have emotional (positive and negative) content. After watching the clips participants facilitate a class discussion encouraging students to consider the function of various emotions and self-regulation strategies for managing difficult emotional experiences. Following the discussion, participants are asked to sit quietly while students complete self-report surveys.

Phasic autonomic physiology data will be analyzed with PLUX OpenSignals software to assess inductive Respiration (adjustable chest strap)

Acoustic assessment of vocalized emotions as participants complete a semi-structured lesson plan in their classrooms. Participants record their own voices for 15 minutes as they encourage students' engagement during the classroom discussion component of the test lesson. Two sets of simultaneous voice recordings will be collected on participants' phones as well as a research phone. A lapel microphone connected to the research phone will be attached to the participants' collars. Participants' own phones will be placed in a phone case lanyard necklace worn around the neck.

Vocalized emotions will be analyzed with audEERING devAIce software to assess prosodic features (e.g., pitch, voice quality [jitter and shimmer])

Acoustic assessment of vocalized emotions as participants complete a semi-structured lesson plan in their classrooms. Participants record their own voices for 15 minutes as they encourage students' engagement during the classroom discussion component of the test lesson. Two sets of simultaneous voice recordings will be collected on participants' phones as well as a research phone. A lapel microphone connected to the research phone will be attached to the participants' collars. Participants' own phones will be placed in a phone case lanyard necklace worn around the neck.

Vocalized emotions will be analyzed with audEERING devAIce software to assess affect dimensions (e.g., activation [arousal], valence, and dominance)

Acoustic assessment of vocalized communication behaviors as participants complete a semi-structured lesson plan in their classrooms. Participants record their own voice for 15 minutes as they encourage students' engagement during the classroom discussion component of the test lesson. Two sets of simultaneous voice recordings will be collected on participants' personal phones as well as a research phone. A lapel microphone connected to the research phone will be attached to participants' collar. Participants' own phone will be placed in a phone case lanyard necklace worn around the neck.

Vocalized communication behaviors will be analyzed with audEERING devAIce software to assess tone, rate, and dominance scores indicate sensitivity in communication.

Lower tone, rate and dominance scores represent higher sensitivity in communication.

Acoustic assessment of vocalized communication behaviors as participants complete a semi-structured lesson plan in their classrooms. Participants record their own voice for 15 minutes as they encourage students' engagement during the classroom discussion component of the test lesson. Two sets of simultaneous voice recordings will be collected on participants' personal phones as well as a research phone. A lapel microphone connected to the research phone will be attached to participants' collar. Participants' own phone will be placed in a phone case lanyard necklace worn around the neck.

Vocalized communication behaviors will be analyzed with audEERING devAIce software to assess the teacher's silence and background sounds indicate the teacher's listening. Higher rates of teacher's silence represent higher listening.

Self-generated items measure active listening during classroom discussions (Mishima et al., 2000). The scale ranges from 1 to 5. Higher scores indicate more active listening.

A scale measuring the productivity of a classroom dialog (Gutentag et al., 2022). The scale ranges from 1 to 5. Higher scores mean more engagement and productivity in the dialog.

A scale measuring mindfulness in teaching during the classroom discussion (Frank et al., 2016). The scale ranges from 1 to 5, where higher scores indicate more mindfulness in teaching.

A scale measuring teacher self-efficacy when engaging students (Pfitzner-Eden, 2016; Tschannen-Moran & Hoy, 2001).The scale ranges from 1 to 5, where higher scores indicate more self-efficacy.

A scale measuring emotional state (valence) and arousal (Russell et al., 1989). Higher scores on valence and arousal indicate more positive affect and arousal.

Custom items based on the Stress Appraisal Measure (SAM; Delahaye et al., 2015; Peacock & Wong, 1990) and the Cognitive Control and Flexibility Questionnaire (CCFQ; Gabrys et al., 2018) measuring stress intensity and feelings of emotional control. The scale ranges from 1 to 5, where higher scores indicate more intense stress or higher emotional control.

Custom items based on the Brief-COPE (Carver, 1997; Knoll et al., 2005), Cognitive Emotion Regulation Questionnaire (CERQ; Garnefski et al., 2001; Loch et al., 2011) and Self-Compassion Scale (SCS; Albertson et al., 2015; Hupfeld & Ruffieux, 2011) measuring Coping Strategies (Acceptance and Curiosity, Positive Reinterpretation, Rumination, Self-Blame). The scale ranges from 1 to 5, where higher scores indicate a higher use of the specified coping strategies.

Custom items based on an Emotional Labor Strategy Questionnaire (ELSQ; Diefendorff et al., 2005) measure Emotional Expressions (surface acting, emotional dissonance, emotional congruence, emotional authenticity). The scale ranges from 1 to 5, where higher scores indicate more surface acting / emotional dissonance or emotional congruence / emotional authenticity.

A scale measuring classroom climate (Rowe et al., 2010).The scale ranges from 1 to 5, where higher scores indicate a better classroom climate. Completed by the pupils.

A scale measuring classroom belonging (Dong Zhao et al., 2019). The scale ranges from 1 to 5, where higher scores indicate more classroom belonging. Completed by the pupils.

Custom items measuring students' perception of classroom discussion. The scale ranges from 1 to 5, where higher scores indicate a better classroom discussion climate. Completed by the pupils.

A scale measuring emotional state (valence) and arousal (Russell et al., 1989). Higher scores on valence and arousal indicate more positive affect and arousal. Completed by independent observers.

Custom items based on a Psychological Safety Coding Scheme (O'Donovan et al., 2021) measuring teacher listening and communication behaviors. The scale ranges from 1 to 5, where higher scores indicate more listening and communication skills. Completed by independent observers.

Custom items based on a Psychological Safety Coding Scheme (O'Donovan et al., 2021) measuring student engagement and communication. The scale ranges from 1 to 5, where higher scores indicate more observer-rated student engagement and communication. Completed by independent observers.

A scale measuring emotional state (valence) and arousal (Russell et al., 1989). Higher scores on valence and arousal indicate more positive affect and arousal.

A scale measuring positive teaching practices (Baumgartner et al., 2021). The scale ranges from 1 to 5, where higher scores indicate more positive teaching practices.

Custom items based on the Stress Appraisal Measure (SAM; Delahaye et al., 2015; Peacock & Wong, 1990) and the Cognitive Control and Flexibility Questionnaire (CCFQ; Gabrys et al., 2018) measuring stress intensity and feelings of emotional control. The scale ranges from 1 to 5, where higher scores indicate more intense stress.

Custom items based on the Brief-COPE (Carver, 1997; Knoll et al., 2005), Cognitive Emotion Regulation Questionnaire (CERQ; Garnefski et al., 2001; Loch et al., 2011) and Self-Compassion Scale (SCS; Albertson et al., 2015; Hupfeld & Ruffieux, 2011) measuring Coping Strategies (Acceptance and Curiosity, Positive Reinterpretation, Rumination, Self-Blame). The scale ranges from 1 to 5, where higher scores indicate a higher use of the specified coping strategies.

A scale measuring teacher empathy (Wang et al., 2022). The scale ranges from 1 to 5, where higher scores indicate more empathy

A scale measuring teacher compassion (Sprecher & Fehr, 2005). The scale ranges from 1 to 5, where higher scores indicate more compassion.

A scale measuring cognitive control over emotions (Gabrys et al., 2018). The scale ranges from 1 to 5, where lower scores indicate more cognitive control over emotions. 3 items from the Cognitive Control over Emotion subscale.

A scale measuring levels of interoceptive awareness (Mehling et al., 2012; Mehling & Bornemann, 2012). The scale ranges from 1 to 5, where higher scores indicate more interoceptive awareness. 3 items from the Self-Regulation subscale.

A scale measuring two subdimensions of mindfulness (Cardaciotto et al., 2008). The scale ranges from 1 to 5, where higher scores indicate higher awareness or acceptance. 3 items each from the following two subscales: Awareness and Acceptance.

A scale measuring difficulties in using emotion regulation strategies (Gutzweiler & In-Albon, 2018; Kaufman et al., 2016). The scale ranges from 1 to 5, where higher scores indicate more difficulties in emotion regulation. 3 items from the Non-acceptance subscale.

A scale measuring different facets of social emotions, including personal distress and empathic concern (Davis, 1980b, 1980a). The scale ranges from 1 to 5, where higher scores indicate higher personal distress or empathic concern. 3 items each from the following two subscales: Personal Distress and Empathic Concern.

Custom items measuring listening quality. The scale ranges from 1 to 5, where higher scores indicate better listening. 5 items.

A scale measuring gratitude (Hudecek et al., 2021; McCullough et al., 2002). The scale ranges from 1 to 7, where higher scores indicate more gratitude. 3 items.

Custom items based on the Brief-COPE (Carver, 1997; Knoll et al., 2005), Cognitive Emotion Regulation Questionnaire (CERQ; Garnefski et al., 2001; Loch et al., 2011) and Self-Compassion Scale (SCS; Albertson et al., 2015; Hupfeld & Ruffieux, 2011) measuring Coping Strategies (Acceptance and Curiosity, Positive Reinterpretation, Rumination, Self-Blame). The scale ranges from 1 to 5, where higher scores indicate a higher use of the specified coping strategies. 5 items.

Assessment of emotional state (valence) and arousal (Russell et al., 1989). Higher scores on valence and arousal indicate more positive affect and arousal.

Assessment of how connected participant felt to the dyad partner (pre- and post-dyad exercise). The scale ranges from 1 to 10, where higher scores indicate more social connectedness (Aron et al., 1992; Kinnunen & Windmann, 2013).

Custom item assessing Personal Self-Disclosure with Partner (only post-dyad exercise). The scale ranges from 1 to 5, where higher scores indicate more self-disclosure.

Custom item assessing Emotional Authenticity (only post-dyad exercise) adapted from the Emotional Labor Strategy Questionnaire (ELSQ; Diefendorff et al., 2005). The scale ranges from 1 to 5, where higher scores indicate higher emotional authenticity.

Assessment of listening (2 custom items; only post-dyad exercise). The scale ranges from -10 (for negative mood) to 10 (for positive mood), where Higher changes in affect in accordance with the dyad practice indicate higher resonance.

Assessment of listening engagement (1 custom item; only post-dyad exercise). The scale ranges from 1 to 5, where higher scores indicate more listening engagement.

Two custom qualitative questions asking about how it felt to engage in empathic listening during the dyad.

Two custom qualitative questions asking about how it felt to engage in compassionate listening during the dyad.

Custom questions assessing health information and lifestyle habits known to impact physiology (e.g., heart and lung diseases, cardioactive medication usage, recent sleep duration, caffeine intake, and physical activity, regular alcohol and drug usage, and body mass index)

Custom questions asking participants to report on the class size and grade level of the students involved in the semi-structured classroom assessment. Students additionally self-report their current age.

A scale assessing depression (Gräfe et al., 2004; Löwe et al., 2004). The scale ranges from 0 to 3 where higher scores indicate more depression.

A scale assessing generalized anxiety (Löwe et al., 2007; Spitzer et al., 2006). The scale ranges from 0 to 3 where higher scores indicate more anxiety.

A scale assessing alexithymia (Bagby et al., 1994; Brähler et al., 2000). The scale ranges from 1 to 5, where higher scores indicate more alexithymia.

A self-report scale used to screen personality disorders (Moran et al., 2003; Söchtig et al., 2012). Participants respond to each item with either 'yes' or 'no'. Higher scores indicate a greater likelihood of personality disorder traits, with 'yes' responses indicating stronger alignment with these traits.

33 self-generated demographic items.