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

Author

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  • 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
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    References listed on IDEAS

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    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.
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    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.

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