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Article

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

1
Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, University of Malaga, 29071 Malaga, Spain
2
CICPSI, Faculdade de Psicologia, Universidade de Lisboa, 2649-013 Lisboa, Portugal
*
Author to whom correspondence should be addressed.
Academic Editors: Juan A. Moriano and Ana Laguía
Int. J. Environ. Res. Public Health 2021, 18(10), 5434; https://doi.org/10.3390/ijerph18105434
Received: 6 April 2021 / Revised: 13 May 2021 / Accepted: 18 May 2021 / Published: 19 May 2021
(This article belongs to the Special Issue Occupational Stress and Health: Psychological Burden and Burnout)
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. View Full-Text
Keywords: emotion regulation abilities; study engagement; occupational commitment; pre-service teachers; mediation emotion regulation abilities; study engagement; occupational commitment; pre-service teachers; mediation
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MDPI and ACS Style

Mérida-López, S.; Extremera, N.; Chambel, M.J. Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement. Int. J. Environ. Res. Public Health 2021, 18, 5434. https://doi.org/10.3390/ijerph18105434

AMA Style

Mérida-López S, Extremera N, Chambel MJ. Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement. International Journal of Environmental Research and Public Health. 2021; 18(10):5434. https://doi.org/10.3390/ijerph18105434

Chicago/Turabian Style

Mérida-López, Sergio, Natalio Extremera, and Maria J. Chambel. 2021. "Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement" International Journal of Environmental Research and Public Health 18, no. 10: 5434. https://doi.org/10.3390/ijerph18105434

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