IDEAS home Printed from https://ideas.repec.org/a/gam/jijerp/v18y2021i10p5434-d557856.html
   My bibliography  Save this article

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

Author

Listed:
  • Sergio Mérida-López

    (Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, University of Malaga, 29071 Malaga, Spain)

  • Natalio Extremera

    (Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, University of Malaga, 29071 Malaga, Spain)

  • Maria José Chambel

    (CICPSI, Faculdade de Psicologia, Universidade de Lisboa, 2649-013 Lisboa, Portugal)

Abstract

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.

Suggested Citation

  • Sergio Mérida-López & Natalio Extremera & Maria José Chambel, 2021. "Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement," IJERPH, MDPI, vol. 18(10), pages 1-14, May.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:10:p:5434-:d:557856
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/1660-4601/18/10/5434/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/1660-4601/18/10/5434/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Hongbiao Yin & Shenghua Huang & Wenlan Wang, 2016. "Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies," IJERPH, MDPI, vol. 13(9), pages 1-16, September.
    2. Francisco Rodríguez-Cifuentes & Samuel Fernández-Salinero & Juan Antonio Moriano & Gabriela Topa, 2020. "Presenteeism, Overcommitment, Workplace Bullying, and Job Satisfaction: A Moderated Mediation Relationship," IJERPH, MDPI, vol. 17(22), pages 1-13, November.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Antonio Ragusa & Valeria Caggiano & Rubén Trigueros Ramos & Jerónimo J. González-Bernal & Ana Gentil-Gutiérrez & Susana Adelina Moreira Carvalho Bastos & Josefa González-Santos & Mirian Santamaría-Pel, 2022. "High Education and University Teaching and Learning Processes: Soft Skills," IJERPH, MDPI, vol. 19(17), pages 1-12, August.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Nathalie Billaudeau & Stephanie Alexander & Louise Magnard & Sofia Temam & Marie-Noël Vercambre, 2022. "What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries," IJERPH, MDPI, vol. 19(15), pages 1-17, July.
    2. Wenjie He & Guoxiu Tian & Qiong Li & Laura B. Liu & Jingtian Zhou, 2022. "Examining the Relationships between Student Teacher Professional Identity Tensions and Motivation for Teaching: Mediating Role of Emotional Labor Strategies in China," Sustainability, MDPI, vol. 14(19), pages 1-16, October.
    3. Sergio Mérida-López & Natalio Extremera & Nicolás Sánchez-Álvarez, 2020. "The Interactive Effects of Personal Resources on Teachers’ Work Engagement and Withdrawal Intentions: A Structural Equation Modeling Approach," IJERPH, MDPI, vol. 17(7), pages 1-15, March.
    4. Kuniyoshi Toyoshima & Takeshi Inoue & Akiyoshi Shimura & Yoshihiro Uchida & Jiro Masuya & Yota Fujimura & Shinji Higashi & Ichiro Kusumi, 2021. "Mediating Roles of Cognitive Complaints on Relationships between Insomnia, State Anxiety, and Presenteeism in Japanese Adult Workers," IJERPH, MDPI, vol. 18(9), pages 1-12, April.
    5. Greta Mazzetti & Silvia Simbula & Chiara Panari & Dina Guglielmi & Alessio Paolucci, 2019. "“Woulda, Coulda, Shoulda”. Workers’ Proactivity in the Association between Emotional Demands and Mental Health," IJERPH, MDPI, vol. 16(18), pages 1-13, September.
    6. Won Ju Hwang & Hye Kyung Yang & Ji Hye Kim, 2020. "What Are the Experiences of Emotional Labor and Workplace Violence that Are More Harmful to Health in Korean Workforce?," IJERPH, MDPI, vol. 17(21), pages 1-17, October.
    7. Xin Zheng & Qinyuan Dan & Zhimin Wu & Shengquan Luo & Xinying Peng, 2022. "A Job Demands–Resources Perspective on Kindergarten Principals’ Occupational Well-Being: The Role of Emotion Regulation," IJERPH, MDPI, vol. 19(22), pages 1-15, November.
    8. Miao Lei & Gazi Mahabubul Alam & Aminuddin bin Hassan, 2023. "Job Burnout amongst University Administrative Staff Members in China—A Perspective on Sustainable Development Goals (SDGs)," Sustainability, MDPI, vol. 15(11), pages 1-17, May.
    9. Xiang Feng & Yaojia Wei & Xianglin Pan & Longhui Qiu & Yongmei Ma, 2020. "Academic Emotion Classification and Recognition Method for Large-scale Online Learning Environment—Based on A-CNN and LSTM-ATT Deep Learning Pipeline Method," IJERPH, MDPI, vol. 17(6), pages 1-16, March.
    10. Ilaria Buonomo & Caterina Fiorilli & Paula Benevene, 2020. "Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role," IJERPH, MDPI, vol. 17(3), pages 1-11, January.
    11. Mao Zhao & Yating Yu & Kuen Fung Sin, 2024. "The moderating effect of physical exercises on job stress, emotional intelligence, and teaching satisfaction among Chinese University teachers," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-13, December.
    12. Sergio Mérida-López & Natalio Extremera & Lourdes Rey, 2017. "Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects," IJERPH, MDPI, vol. 14(10), pages 1-15, September.
    13. Juan Ramón Guijarro-Ojeda & Raúl Ruiz-Cecilia & Manuel Jesús Cardoso-Pulido & Leopoldo Medina-Sánchez, 2021. "Examining the Interplay between Queerness and Teacher Wellbeing: A Qualitative Study Based on Foreign Language Teacher Trainers," IJERPH, MDPI, vol. 18(22), pages 1-27, November.
    14. Gabriele Giorgi & Antonio Ariza-Montes & Nicola Mucci & Antonio L. Leal-Rodríguez, 2022. "The Dark Side and the Light Side of Technology-Related Stress and Stress Related to Workplace Innovations: From Artificial Intelligence to Business Transformations," IJERPH, MDPI, vol. 19(3), pages 1-5, January.
    15. Ángel Abós & Javier Sevil-Serrano & Lisa E. Kim & Robert M. Klassen & Luis García-González, 2019. "How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale," IJERPH, MDPI, vol. 16(18), pages 1-16, September.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jijerp:v:18:y:2021:i:10:p:5434-:d:557856. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.