Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement

Mérida-López, Sergio; Extremera, Natalio; Chambel, María José

doi:10.3390/ijerph18105434

Cited by 14 publications

(14 citation statements)

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“…In contrast to teacher resilience, Chinese EFL teachers' emotion regulation failed to significantly predict their work engagement. This finding contradicts the results of some published studies (Brackett et al, 2010;Chang, 2020;Fathi et al, 2021;Greenier et al, 2021;Mérida-López et al, 2021), which revealed that teachers' cognitive reappraisal and expressive suppression, two components of emotion regulation, could substantially predict their work engagement.…”

Section: Discussioncontrasting

confidence: 79%

A Study on Chinese EFL Teachers' Work Engagement: The Predictability Power of Emotion Regulation and Teacher Resilience

Xie

2021

Front. Psychol.

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Employing a sequential mixed-methods design, the current study examined the role of Chinese EFL teachers' emotion regulation and resilience in predicting their work engagement. To this end, 314 Chinese EFL teachers with various academic degrees and teaching experiences were opted from different schools, institutes, and universities of China. To obtain the quantitative data, Utrecht Work Engagement Scale (UWES), Connor–Davidson Resilience Scale (CD-RISC), and Emotion Regulation Questionnaire (ERQ) were electronically distributed among participants. Performing correlational analyses, a strong association was found between teacher resilience and work engagement. The inspection of the correlations also revealed a moderate correlation between cognitive reappraisal and resilience as well as cognitive reappraisal and work engagement. To probe the predictability power of teacher resilience and emotion regulation (cognitive reappraisal), structural equation modeling (SEM) was performed. The results of the SEM analysis demonstrated that Chinese EFL teachers' work engagement was predicted significantly and favorably by their resilience. Using semi-structured interviews, some qualitative data were also collected to fully understand Chinese EFL teachers' perceptions of work engagement. The thematic analysis (TA) of Chinese EFL teachers' responses to interview questions resulted in two main themes and 14 sub-themes, revealing extrinsic and intrinsic factors contributing to teaching engagement. The findings of TA illuminated that both personal resources and job resources can predict teaching engagement. The pedagogical implications for administrators and teacher trainers are further discussed.

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Section: Discussioncontrasting

confidence: 79%

A Study on Chinese EFL Teachers' Work Engagement: The Predictability Power of Emotion Regulation and Teacher Resilience

Xie

2021

Front. Psychol.

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“…Similarly, the literature suggests that emotional intelligence is directly related to students’ academic achievement and indirectly related to academic stress ( Garcìa-Martìnez et al, 2021 ). Likewise, emotional intelligence is related to students’ educational engagement, which, in turn, promotes the attainment of greater academic success among students ( Mérida-López et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Self-Concept as a Mediator of the Relation Between University Students’ Resilience and Academic Achievement

et al. 2022

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Academic achievement is a factor of interest in both psychology and education. Determining which factors have a negative or positive influence on academic performance has produced different investigations. The present study focuses on analyzing the relationship between resilience, emotional intelligence, self-concept and the academic achievement of university students. For this purpose, different self-report tools were administered to a sample of 1,020 university students from Southern Spain. The Structural Equation-based mediational analysis suggests that there is no direct relationship between resilience and academic achievement, nor between emotional intelligence and academic achievement. Likewise, self-concept is positioned as a mediating factor in the relationship between resilience and academic achievement. The findings indicate that university students who exhibit high levels of resilience tend to cope better with difficult moments and understand and value the effort required and invested in study time. This study supports positive beliefs and behaviors for better academic achievement.

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“… 41 Similarly, these results align with previous works showing self-focused EI facets (but not other-focused dimensions) as predictors of indicators of health 43 and well-being. 44 …”

Section: Discussionmentioning

confidence: 99%

Teachers’ Subjective Happiness: Testing the Importance of Emotional Intelligence Facets Beyond Perceived Stress

Mérida-López

Quintana-Orts

Peña

et al. 2022

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Emotional intelligence (EI) is typically linked to higher subjective happiness scores in human service professionals. It is unknown which EI facets are more predictive in explaining subjective happiness beyond that accounted for by other key predictors such as perceived stress. This study investigated which EI facets were the most predictive in explaining subjective happiness above perceived stress in a relatively large sample of Spanish teachers. Methods: The sample was composed of 1323 Spanish teaching professionals (821 females and 529 secondary school teachers) from different educational centers located in Southern Spain. A student-recruited sampling technique was used, and the surveys included the Wong and Law Emotional Intelligence Scale, the Subjective Happiness Scale, and the Perceived Stress Scale. Predictive and incremental validity was assessed with SPSS, and hierarchical regression analysis was used to predict subjective happiness from EI facets beyond that accounted for by perceived stress. Results:The results showed that all four EI facets correlated significantly with each other. Also, they all were positively and significantly associated with subjective happiness, whereas perceived stress was negatively associated with happiness scores. Moreover, self-emotion appraisal, use of emotions and regulation of emotions accounted for a significant amount of variance in the prediction of satisfaction with life beyond the effects of sociodemographic variables and perceived stress. Conclusion:This study extends the specific contribution of EI facets in predicting subjective happiness, rather than EI as a unified construct, in a relatively large sample of Spanish teachers. Self-focused dimensions involving appraisal, use and regulation of emotions appeared to be the most important predictors of happiness beyond stress experienced by teachers. Improved knowledge of the link between specific dimensions of EI and global subjective happiness might improve training in a well-being prevention program for professional development.

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Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement

Cited by 14 publications

References 54 publications

A Study on Chinese EFL Teachers' Work Engagement: The Predictability Power of Emotion Regulation and Teacher Resilience

A Study on Chinese EFL Teachers' Work Engagement: The Predictability Power of Emotion Regulation and Teacher Resilience

Self-Concept as a Mediator of the Relation Between University Students’ Resilience and Academic Achievement

Teachers’ Subjective Happiness: Testing the Importance of Emotional Intelligence Facets Beyond Perceived Stress

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