ERIC Number: EJ1439916
Record Type: Journal
Publication Date: 2024-Aug
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1381-2890
EISSN: EISSN-1573-1928
Exploring the Mediating Role of Emotion Regulation on the Relationship between Teachers' Resilience and Their Perceived Stress
Aurora Adina Colomeischi; Andreea Ursu
Social Psychology of Education: An International Journal, v27 n4 p1-20 2024
According to empirical evidence, there are associations between resilience and stress, resilience and emotion regulation, and emotion regulation and stress. However, studies underlying the mechanisms between resilience and stress among teachers are sparse. This study examines the associations between these variables and investigates which emotion regulation strategies mediate the relationship between resilience and perceived stress among k-12 school teachers. In a sample of 1390 school and high school teachers, with an average of 14.84 years (SD = 10.58) of work experience, resilience was positively correlated with cognitive reappraisal and expressive suppression and negatively with perceived stress. Cognitive reappraisal and expressive suppression negatively correlated with perceived stress. Results of the multiple mediation model indicated that only expressive suppression mediated the association between participants' resilience and their perceived stress level. Additionally, gender and teaching status represented significant covariates of the mediation model. These results highlight the importance of emotion regulation in understanding how resilience relates to perceived stress among k-12 school teachers.
Descriptors: Psychological Patterns, Emotional Response, Resilience (Psychology), Stress Variables, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, Anxiety
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A