scholarly journals Preschool Teachers’ Psychological Distress and Work Engagement During COVID -19 Outbreak: The Protective Role of Mindfulness and Emotion Regulation

2021 ◽  
Author(s):  
Mor Keleynikov ◽  
Joy Benatov ◽  
Rony Berger
Keyword(s):  
Emotion Regulation ◽  
Psychological Distress ◽  
Emotional Distress ◽  
Work Engagement ◽  
Preschool Teachers ◽  
Protective Role ◽  
Emotion Regulation Strategies ◽  
Early Stages ◽  
Regulation Strategies

The COVID-19 has dramatically affected mental health and work environment of many labor sectors, including the educational sector. Our primary aim was to investigate preschool teachers’ psychological distress and work engagement during the early stages of the COVID-19 outbreak, while examining the possible protective role of participating in mindfulness-based intervention (C2C-IT) and emotion regulation. Emotional distress, work engagement and COVID-19 concerns’ prevalence were evaluated among 165 preschool teachers in the early stages of the COVID-19 outbreak in Israel, using self-report questionnaires. Findings show that preschool teachers have experienced increased emotional distress. Teachers who had participated in the C2C-IT intervention six month before the pandemic outbreak (N=41) reported lower emotional distress, higher use of adaptive emotion regulation strategies and higher work engagement, compared to their counterparts that had not participated in the mindfulness training (N = 124). Emotion regulation strategies mediated the link between participating in the CTC-IT intervention and emotional distress and work engagement. Teaching is a highly demanding occupation, especially during a pandemic, therefore it is important to invest resources in empowering this population. According to the findings of the current study, implementation of mindfulness-based intervention during the school year, may benefit teachers’ well-being, even during stressful events such as the COVID-19 pandemic.

scholarly journals The Role of Emotion Regulation Strategies and Behavioral Activation System (BAS) in Social Adjustment of Adolescents With Conduct Disorder

2016 ◽  
Vol 10 (10) ◽  
pp. 75
Author(s):  
Soheila Imanparvar ◽  
Meysam Ghasemi
Keyword(s):  
Emotion Regulation ◽  
Conduct Disorder ◽  
Social Adjustment ◽  
Behavioral Activation ◽  
Regulation System ◽  
Emotion Regulation Strategies ◽  
Behavioral Activation System ◽  
Activation System ◽  
Regulation Strategies

The purpose of this research was to explain the role of emotion regulation strategies and behavioral activation system (BAS) in social adjustment of adolescents with conduct disorder. The method of study is descriptive-correlation. The statistical population included all junior high school students in Ardabil in 2016. The sampling was conducted by the multistage cluster method and then 50 subjects with conduct disorder were selected as the sample group using this method. Data of the present study were collected using Rutter behavioral disorders questionnaire (form B), students adjustment questionnaire, emotion regulation questionnaire and activation system and behavioral inhibition questionnaire. The obtained data were analyzed using Pearson correlation coefficient test and regression analysis using SPSS software. The findings showed that there is a significant relationship between social adjustment and behavioral activation (BAS) and emotion regulation system (P<0.05). Also, the results of regression analysis showed that behavioral activation and emotion regulation system can significantly explain 16% variances in social adjustment of students with conduct disorders. Accordingly, it can be concluded that behavioral activation and emotion regulation system plays a role in social adjustment.

Childhood Trauma and Current Depression Among Chinese University Students: a Moderated Mediation Model of Cognitive Emotion Regulation Strategies and Neuroticism

2021 ◽  
Author(s):  
Qianqian Chu ◽  
Xiang Wang ◽  
Rui Yao ◽  
Jie Fan ◽  
Ya Li ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
University Students ◽  
Moderated Mediation ◽  
Mediation Model ◽  
Moderating Effects ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
Moderated Mediation Model ◽  
Regulation Strategies

Abstract Background: Childhood trauma (CT) is considered as a highly risk factor for depression. Although the pathway of CT to depression, especially the mediating or moderating effects of cognitive emotion regulation strategies (CERS) or neuroticism, have investigated by several studies, the results were inconsistent and there is a paucity of full models among these interactive factors. This study aims to examine the relationships among CT, adaptive / maladaptive CERS, neuroticism and current depression symptoms in university students.Methods: We recruited 3009 students, aged averagely 18.00 (SD = 0.772) years, from universities in Hunan province in 2019. A moderated mediation model was built to examine the relationships among CT, CERS, neuroticism and current depression using the SPSS PROCESS 3.5 macro. We conducted bootstrapping of regression estimates with 5,000 samples and 95% confidence interval.Results:Results revealed that the significant mediating effects of adaptive CERS (β = 0.0117; 95% CI: 0.0061 to 0.0181) and maladaptive CERS (β = 0.0278; 95% CI: 0.0161 to 0.0401) between CT and depression were observed, accounting for 5.690% and 13.521% of the total effect respectively. Then, moderated mediation analyses results showed that neuroticism simultaneously moderated the direct effect of CT on current depression (β = 0.035; 95% CI: 0.001 to 0.009), and the indirect effects of CT on current depression through adaptive CERS (adaptive CERS – current depression: β = -0.034; 95% CI: -0.007 to -0.001) and maladaptive CERS (maladaptive CERS – current depression: β = 0.157; 95% CI: 0.017 to 0.025). However, the moderating effects of neuroticism in the indirect paths from CT to adaptive CERS (β = 0.037; 95% CI: 0.000 to 0.014) and maladaptive CERS (β = -0.001; 95% CI: -0.006 to 0.005) were not significant.Conclusions: This study provides powerful evidences through a large university students sample for the mediating role of adaptive / maladaptive CERS and the moderating role of neuroticism between CT and current depression. This manifests that cognitive emotion regulation may be a vital factor for people who suffered from CT and current depression. Furthermore, the influence of neuroticism in this process cannot be ignored.

Emotion Regulation Strategies Predict Emotional Distress during the COVID-19 Outbreak among Parents of Children with Special Needs

2021 ◽  
Author(s):  
Mor Keleynikov ◽  
Joy Benatov ◽  
Noga Cohen
Keyword(s):  
Emotion Regulation ◽  
Special Needs ◽  
Emotional Distress ◽  
Online Survey ◽  
Well Being ◽  
Children With Special Needs ◽  
Emotion Regulation Strategies ◽  
School Closures ◽  
Raising Children ◽  
Regulation Strategies

The coronavirus (COVID-19) outbreak has been declared a global pandemic. The consequences of this pandemic, among them changes in routine, quarantine, school closures and more, place children with special needs and their families at risk of severe emotional distress. Therefore, the present study used an online survey to measure stress, anxiety and depression levels as well as concerns related to the COVID-19 outbreak among 94 parents of children with special needs (mean age = 41.6 years, SD = 6.59; 83% female) and 79 parents raising a typically developing child (mean age = 40.85 years, SD = 7.40; 85% female). We also examined whether the use of adaptive and maladaptive emotion regulation (ER) strategies (reappraisal and suppression, respectively) predicts emotional distress among the two parent groups. The results indicate that compared to parents of TD children, parents of children with special needs reported more concerns about the COVID19 outbreak and more symptoms of emotional distress (depression, anxiety and stress). The use of adaptive and maladaptive emotion regulation strategies moderated the association between concerns arising from the COVID-19 outbreak and emotional distress. In addition, the habitual use of emotion regulation strategies predicted distress only among parents of children with special needs but not among parents of TD children. These findings highlight the role played by emotion regulation in maintaining well-being at times of crisis among vulnerable populations, such as families raising children with special needs.

scholarly journals Examining the role of cognitive bias in emotion regulation

2021 ◽  
Author(s):  
Aleksandra Usyatynsky
Keyword(s):  
Emotion Regulation ◽  
Undergraduate Students ◽  
Group Discussion ◽  
Interpretation Bias ◽  
Emotion Regulation Strategies ◽  
Positive Group ◽  
Before And After ◽  
Emotion Regulation Strategy ◽  
Regulation Strategies

Individuals experiencing depressive symptoms interpret ambiguous situations negatively and use helpful emotion regulation strategies less often than those without symptoms. Theory suggests these strategies are used less due to interference from negatively biased interpretations. This study examined whether interpretation bias interferes with emotion regulation by experimentally manipulating interpretations in a positive or negative direction. Method: Undergraduate students were randomly assigned to positive and negative bias training groups. Interpretation bias and emotion regulation questionnaires were completed before and after training. Results: The training succeeded in inducing bias change only for the positive group, and emotion regulation strategy use did not change in either group. Discussion: Interpretation bias was not found to affect emotion regulation. Possible explanations include: bias change in the positive group was not large enough to alter emotion regulation; the task eliciting emotion regulation was ill-suited for this study; and interpretation bias and emotion regulation are unrelated.

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