Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of 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...
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doaj-a055771b057a4e16b75389aceda26ae32021-06-01T00:29:48ZengMDPI AGInternational Journal of Environmental Research and Public Health1661-78271660-46012021-05-01185434543410.3390/ijerph18105434Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study EngagementSergio Mérida-López0Natalio Extremera1Maria José Chambel2Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, University of Malaga, 29071 Malaga, SpainDepartment of Social Psychology, Social Work, Social Anthropology and East Asian Studies, University of Malaga, 29071 Malaga, SpainCICPSI, Faculdade de Psicologia, Universidade de Lisboa, 2649-013 Lisboa, PortugalThis 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.https://www.mdpi.com/1660-4601/18/10/5434emotion regulation abilitiesstudy engagementoccupational commitmentpre-service teachersmediation |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Sergio Mérida-López Natalio Extremera Maria José Chambel |
spellingShingle |
Sergio Mérida-López Natalio Extremera Maria José Chambel Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement International Journal of Environmental Research and Public Health emotion regulation abilities study engagement occupational commitment pre-service teachers mediation |
author_facet |
Sergio Mérida-López Natalio Extremera Maria José Chambel |
author_sort |
Sergio Mérida-López |
title |
Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement |
title_short |
Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement |
title_full |
Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement |
title_fullStr |
Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement |
title_full_unstemmed |
Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement |
title_sort |
linking self- and other-focused emotion regulation abilities and occupational commitment among pre-service teachers: testing the mediating role of study engagement |
publisher |
MDPI AG |
series |
International Journal of Environmental Research and Public Health |
issn |
1661-7827 1660-4601 |
publishDate |
2021-05-01 |
description |
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. |
topic |
emotion regulation abilities study engagement occupational commitment pre-service teachers mediation |
url |
https://www.mdpi.com/1660-4601/18/10/5434 |
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