Teachers' Emotion Regulation Skills Facilitate Implementation of Health-related Intentions

Eckert, Marcus; Ebert, David Daniel; Lehr, Dirk; Sieland, Bernhard; Jazaieri, Hooria; Berking, Matthias

doi:10.5993/ajhb.39.6.15

Cited by 8 publications

(3 citation statements)

References 52 publications

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“…In the third session (realization), subjects learned how to overcome affective obstacles that created gaps between their intentions and behaviors ( Eckert et al, 2015 ). Eckert et al (2016) have shown that two emotion-regulation strategies are effective at reducing procrastination: tolerating aversive emotions and modifying them.…”

Section: Methodsmentioning

confidence: 99%

Does SMS-Support Make a Difference? Effectiveness of a Two-Week Online-Training to Overcome Procrastination. A Randomized Controlled Trial

et al. 2018

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The primary purpose of this randomized controlled trial (RCT) was to evaluate the efficacy of an unguided, 2-week internet-based training program to overcome procrastination, called ON.TOP. Because adherence is a typical problem among individuals who tend to procrastinate, especially with internet-based interventions, the secondary purpose of the present study was to investigate whether adding SMS support increases subjects’ frequency of engagement in training. In a three-armed RCT (N = 161), the effects of the intervention alone and intervention with daily SMS-support were compared to a waiting list control condition in a sample of students. The primary outcome of interest was procrastination. The secondary outcome of interest was the extent of training behavior. Baseline (T0), immediate post-treatment (T1) and 8-week post-treatment (T2) assessments were conducted. Results indicated that procrastination decreased significantly only with intervention group with daily SMS support, relative to control. Moreover, incorporating SMS support also may enhance extent of training behavior.

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Section: Methodsmentioning

confidence: 99%

Does SMS-Support Make a Difference? Effectiveness of a Two-Week Online-Training to Overcome Procrastination. A Randomized Controlled Trial

et al. 2018

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“…Difficulties in regulating emotions probably also play a critical role in procrastination. Indeed, the association between health-related intentions and actual health-related behaviors is moderated by emotion regulation skills, implying that managing emotions facilitates goal-directed behavior and task completion (Blunt & Pychyl, 1998; Eckert et al, 2015). Lastly, as our mediation SEM assessed relations among procrastination and multiple facets of mindfulness on a granular level, we decided to add trait mindfulness as a total score in our regression to assess the relative contribution of mindfulness as a singular construct in predicting procrastination.…”

Section: Secondary Aimmentioning

confidence: 99%

Mindfulness, procrastination, and anxiety: Assessing their interrelationships.

Gautam

Polizzi

Mattson

2023

Psychology of Consciousness: Theory, Research, and Practice

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Procrastination is a commonly occurring phenomenon that can significantly impact a person’s well-being and physical health. A significant need exists to identify variables that confer risk or hold potential to treat procrastination. Thus, we aimed to (a) investigate the web of relations among procrastination, anxiety, and mindfulness and (b) explore the contribution of candidate variables of potential relevance beyond anxiety in predicting procrastination. To address our primary aim, we performed a structural equation model (SEM) analysis in a college sample (N = 801; male = 550, female = 246, other = 5) to investigate whether five facets of mindfulness (i.e., nonreactivity, nonjudging, observing, describing, and acting with awareness) attenuate procrastination via decreasing anxiety. Regarding indirect effects, anxiety mediated the relation between procrastination and all facets of mindfulness, except for observing. In terms of direct effects, greater acting with awareness and observing were most closely associated with lower procrastination. To explore our secondary aim, we used forward stepwise regression to investigate the unique contribution of variables of potential relevance beyond mindfulness and anxiety in predicting procrastination. This analysis revealed that anxiety, conscientiousness, behavioral avoidance, social desirability, neuroticism, and mindfulness significantly accounted for variance in procrastination while controlling for a variety of other variables (i.e., emotion dysregulation, depression, negative affect, and acceptance). Finally, we discuss (a) the implications of our findings for procrastination treatment, (b) the limitations of our study, and (c) future research directions.

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“…Aptaujas izveides laikā B daļai tika veikta izpētošā un apstiprinošā faktoru analīze (Berking & Znoj, 2008). Skalas uzrāda labu iekšējo saskaņotību (0.71 -0.83), atbilstošus retesta ticamības rādītājus (0.58 -0.76) (re-test reliability) (Berking & Znoj, 2008;Berking, Orth, Wuppermann, Meier, & Caspar, 2008a, Berking et al, 2008b, Berking, Meier, & Wupperman, 2010, Berking et al, 2011, Berking et al, 2012, Berking, Ebert, Cuijpers, & Hofmann, 2013, Berking, Wirtz, Svaldi, & Hofmann, 2014Eckert et al, 2015;Radkovsky et al, 2014;Wirtz et al, 2014;Fujisato et al, 2017;Grant et al, 2018, Vatan, & Oruçlular Kahya, 2018.…”

Section: Literatūras Apskatsunclassified

Reliability and Validity of the Latvian Version of the Emotion Regulation Skills Questionnaire

Kristiņa-Everte

Paiča

Mārtinsone

2021

SIE

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The aim of this study was to carry out the adaption of the Latvian version of the Emotion Regulation Skills Questionnaire (ERSQ-27)(SEK-27, Berking Znoj, 2008) for adults witch evaluates nine dimensions of emotion regulation skills. The questionnaire was completed by 376 adults (82% women and 18% men), aged 18 – 69 years (M = 31.2, SD = 12.99). The calculations for the adapted questionnaire were made for the Cronbach’s alpha, test-retest reliability and determination of the convergent and factorial validity. The five-factor solution proposed by the exploratory factor analysis (EFA) was tested and compared with the theoretically postulated nine-factor solution using confirmatory factor analysis (CFA). The nine-factor model results in the Latvian version questionnaire explain 72% of varienace, but five-factors – 59.76%. The results for EFA and CFA were both higher in the nine-factor model. The internal consistency coefficients (Cronbach’s alpha) of the scales varied from 0.64 to 0.82, test-retest correlations ranged between 0.82 – 0.94. Similar results of the factor analysis were found in other research studies. Findings from this study showed significant evidence for the reliability and validity of the ERSQ-27 and it would be advisable to continue using it in scientific research.

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Teachers' Emotion Regulation Skills Facilitate Implementation of Health-related Intentions

Abstract: Findings are consistent with the hypotheses. Thus, skill-building trainings should support participants scoring low in ER skills in effectively coping with aversive affective states cued through skill-building exercises.

Cited by 8 publications

References 52 publications

Does SMS-Support Make a Difference? Effectiveness of a Two-Week Online-Training to Overcome Procrastination. A Randomized Controlled Trial

Does SMS-Support Make a Difference? Effectiveness of a Two-Week Online-Training to Overcome Procrastination. A Randomized Controlled Trial

Mindfulness, procrastination, and anxiety: Assessing their interrelationships.

Reliability and Validity of the Latvian Version of the Emotion Regulation Skills Questionnaire

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