Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, University of Malaga, 29071 Malaga, Spain.
CICPSI, Faculdade de Psicologia, Universidade de Lisboa, 2649-013 Lisboa, Portugal.
Int J Environ Res Public Health. 2021 May 19;18(10):5434. doi: 10.3390/ijerph18105434.
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.
这项研究旨在探讨学习投入（即学习活力和专注）在自我和他人为焦点的情绪调节能力与职业承诺之间的关系中的中介作用，该研究样本为职前教师。样本由 249 名攻读中等教育教师培训硕士学位的学生（65.5%为女性；平均年龄=27 岁）组成。结果表明，自我为焦点的情绪调节能力与职业承诺之间的关系完全由活力水平中介。没有发现其他为焦点的情绪调节能力作为预测因子的中介模型的显著结果。尽管这些发现需要进一步的前瞻性复制，但它们提供了证据，表明发展自我为焦点的情绪调节技能（而不是其他为焦点的技能）可能通过促进精力和减少工作疲劳的理想状态，促进新手教师的职业承诺。这些结果从发展干预措施以提高职前教师的幸福感和承诺的实际意义方面进行了讨论。
