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

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.

Automated summary

The study found that the relationship between self-focused emotion regulation ability and occupational commitment is fully mediated by levels of vigor. No significant results were found regarding a mediator model involving other-focused emotion regulation as predictor. Therefore, the development of self-focused emotion regulation skills may help facilitate occupational commitment among beginning teachers.