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

2021 ◽  
Vol 18 (10) ◽  
pp. 5434
Author(s):  
Sergio Mérida-López ◽  
Natalio Extremera ◽  
Maria José Chambel
Keyword(s):  
Emotion Regulation ◽  
Beginning Teachers ◽  
Well Being ◽  
Occupational Commitment ◽  
Self And Other ◽  
Mediating Role ◽  
Mediator Role ◽  
The Relationship ◽  
Study Engagement

This investigation aimed to explore the mediator role of study engagement (i.e., study vigor and dedication) in the association between self- and other-focused emotion regulation abilities and occupational commitment in a sample of pre-service teachers. The sample was comprised of 249 students (65.5% female; Mage = 27 years) of a master’s degree in teacher training for secondary education. Results showed the relationship between self-focused emotion regulation ability and occupational commitment to be fully mediated by levels of vigor. No significant results were found regarding a mediator model involving other-focused emotion regulation as predictor. Although these findings warrant prospective replication, they provide evidence that development of self-focused emotion regulation skills (rather than other-focused skills) may facilitate occupational commitment among beginning teachers through desirable states that facilitate energy and reduce the likelihood of fatigue at work. These results are discussed in terms of their practical implications for developing interventions to improve pre-service teachers’ well-being and commitment.

scholarly journals The Relationship between Attachment and Subjective Well-being: The Mediating Role of Emotion Regulation Skill

2018 ◽  
Vol 12 (1) ◽  
pp. 118-135 ◽  
Author(s):  
Mahboubeh Moradi Siahafshadi ◽  
shole amiri ◽  
Hosein Molavi ◽  
Neda Ghasemi
Keyword(s):  
Emotion Regulation ◽  
Well Being ◽  
Subjective Well Being ◽  
Mediating Role ◽  
The Relationship

scholarly journals Negative Affect and Performance on Exam Day in College Students: The Role of Self-Regulation

2021 ◽  
Vol 12 (1) ◽  
pp. 35-46
Author(s):  
Alissa Russell ◽  
Kathleen Thursby ◽  
Teresa Aubele-Futch ◽  
Rebecca Stoddart
Keyword(s):  
Emotion Regulation ◽  
Negative Affect ◽  
Self Regulation ◽  
Well Being ◽  
Mediating Role ◽  
Professional Goals ◽  
And Performance ◽  
Performance Results ◽  
The Relationship

In the U.S., college transition grows increasingly difficult, with students experiencing rising levels of stress and anxiety. Such challenges may arise as students face normative but novice stressors while working towards professional goals. Students’ ability to engage in successful self-regulation may be especially important in response to these challenges. The goals of the present study were to assess a) the mediating role of  self-regulatory behaviors on the relationship between trait emotion regulation and negative affect (NA) on the day of a first major college exam; and, b) the mediating role of exam-day NA on the relationship between self-regulatory behaviors and exam performance. Results show that trait-level challenges in emotion regulation are associated with increased procrastination behaviors in the days before the exam, which in turn is associated with higher NA on exam day. Implications are discussed for well-being and success of students, particularly for students who struggle with self-regulation.

scholarly journals Satisfaction with Life: Mediating Role in the Relationship between Depressive Symptoms and Coping Mechanisms

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 787
Author(s):  
Daniela Almeida ◽  
Diogo Monteiro ◽  
Filipe Rodrigues
Keyword(s):  
Life Satisfaction ◽  
Depressive Symptoms ◽  
Coping Strategies ◽  
Satisfaction With Life ◽  
Well Being ◽  
Coping Mechanisms ◽  
Significant Positive Association ◽  
Mediating Role ◽  
The Relationship

The purpose of this study was to analyze the mediating role of life satisfaction in the relationship between fourteen coping strategies and depressive symptoms in the Portuguese population. To undertake this work, 313 Portuguese adults aged 18 to 70 years (M = 30.73; SD = 10.79) were invited to participate in this study. Their participation was completely voluntary, and participants granted and signed informed consent previously to the filling of the validated Portuguese questionnaires. These questionnaires measured depressive symptoms, coping, and life satisfaction. The results revealed that life satisfaction displayed a mediating role in the relationship between adaptive coping mechanisms, specifically between active coping, planning, reinterpretation, and acceptance and depressive symptoms, showing a negative and significant indirect effect. Maladaptive coping mechanisms of self-blame, denial, self-distraction, disengagement, and substance use had a significant positive association with depressive symptoms, considering the mediating role of satisfaction with life. Current investigation provides initial evidence of how each coping mechanism is associated with satisfaction with life and depressive symptoms. This study clearly demonstrates that not all coping strategies are capable of influencing well-being indicators and that health professionals should focus on endorsing those that are significantly associated with lowering depressive symptoms and increasing overall satisfaction with life.

THE MEDIATING ROLE OF PERSONAL INITIATIVE IN THE RELATIONSHIP BETWEEN TEACHERS' WORK AUTONOMY AND SUBJECTIVE WELL-BEING

ATLAS JOURNAL ◽  
2021 ◽  
Vol 7 (43) ◽  
pp. 2094-2111
Author(s):  
Kenan ORÇANLI ◽  
Mustafa BEKMEZCİ
Keyword(s):  
Organizational Behavior ◽  
Structural Equation ◽  
Well Being ◽  
Subjective Well Being ◽  
Job Autonomy ◽  
Mediating Role ◽  
Personal Initiative ◽  
Work Autonomy ◽  
The Relationship

The aim of the study is to examine the mediating role of personal initiative in the relationship between job autonomy and subjective well-being in the Turkish education system. In this context, the research was carried out on a sample created by the convenience sampling method on the teachers working in the 2019-2020 Education and Training Period at the primary and secondary education levels within the borders of Ankara Metropolitan Municipality. The data of the research are collected by using three scala, job autonomy scale, subjective well-being scale and personal initiative scale. Relational scanning model was used to determine the direction and level of change between the variables subject to the research, and partial least squares-structural equation model was used for the structural analysis of the established model. SmartPLS package program and R programming language were used in the study. In the analyses, the assumptions that need to be provided about the data were checked first, and then the established model was tested. As a result of the analysis; It has been determined that there is a significant and same-sided relationship between job autonomy, subjective well-being and personal initiative variables, and personal initiative plays a full mediator role in the relationship between work autonomy and subjective well-being. It is considered that the study will contribute to the organizational behavior literature and that the results obtained from the research can form the basis for future studies. Key words: Job Autonomy, Subjective Well-Being, Personal Initiative

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