NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1428398
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0261-9768
EISSN: EISSN-1469-5928
Latent Profiles of Student Teachers' Intra- and Interindividual Emotion Regulation Strategies and Their Links with Grit
Michael Methlagl; Peter Vogl
European Journal of Teacher Education, v47 n3 p449-465 2024
Teachers' emotions and emotion regulation strategies play a crucial role in their learning during teacher education and their later work in the classroom. Most research focus on intra- or interindividual emotion regulation. The aim of this study is to identify distinct subgroups of intra- and interindividual emotion regulation strategies of student teachers (n = 178) conducting latent profile analysis. Furthermore, it is assumed that grit is a predictor of emotion regulation profile membership. Results show three latent profiles (profile 1: low frequent use of emotion regulation strategies, moderate use of a small set of emotion regulation strategies; profile 2: moderate use of a small set of emotion regulation; profile 3: very frequent use of multiple emotion regulation strategies, especially interindividual emotion regulation). Grit subscales are linked to individuals' emotion regulation patterns. Results are discussed in the context of teacher education.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A