ArticleFrontiers in psychology2025
From resources to efficacy over time: a longitudinal study of psychological capital, emotion regulation, and teacher self-efficacy.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Psychological capital and classroom management self-efficacy during teaching practicum: a mixed-methods study of pre-service English teachers.Frontiers in psychology · 2026Article
- The "more is better" fallacy in pre-service teacher training: a positive psychology perspective on the resilience-building process and job satisfaction.Frontiers in psychology · 2026Article
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2 authors.
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Abstract
Objective: The underlying mechanism through which teachers' psychological capital (PsyCap) influences teacher self-efficacy (TSE) remains insufficiently understood. This study aims to examine the mediating role of emotion regulation (ER) in the association between PsyCap and TSE among Chinese primary school teachers using both cross-sectional and longitudinal data. Methods: A total of 606 Chinese primary school teachers were included at baseline. Data on PsyCap, ER, and TSE were collected. Structural equation modeling (SEM) was used to examine the cross-sectional mediation effect. In addition, a three-wave longitudinal subsample ( Results: PsyCap, ER, and TSE were significantly correlated ( Conclusion: There is a significant mediating effect of ER in the relationship between PsyCap and TSE among Chinese primary school teachers. Higher levels of PsyCap promote adaptive emotion regulation, which in turn enhances teachers' self-efficacy. These findings provide longitudinal evidence for the psychological mechanisms underlying teacher self-efficacy and offer practical implications for professional development programs targeting teachers' psychological capital and emotion regulation skills.
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