ArticleInternational journal of environmental research and public health2021
Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement.
Article in International journal of environmental research and public health, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- "Frontiers in sports and active living · 2026Article
- Perceived organizational support and occupational commitment: A study among male kindergarten teachers.Heliyon · 2023Article
- High Education and University Teaching and Learning Processes: Soft Skills.International journal of environmental research and public health · 2022Article
- Burnout: A Review of Theory and Measurement.International journal of environmental research and public health · 2022Review
- Teachers' Subjective Happiness: Testing the Importance of Emotional Intelligence Facets Beyond Perceived Stress.Psychology research and behavior management · 2022Article
- The relationship between basic psychological needs satisfaction and university students' academic engagement: The mediating effect of emotional intelligence.Frontiers in psychology · 2022Article
- Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers.Behavioral sciences (Basel, Switzerland) · 2021Article
- Self-Concept as a Mediator of the Relation Between University Students' Resilience and Academic Achievement.Frontiers in psychology · 2021Article
- A Study on Chinese EFL Teachers' Work Engagement: The Predictability Power of Emotion Regulation and Teacher Resilience.Frontiers in psychology · 2021Article
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Authors and funding
3 authors.
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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.
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Registered trials
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