학술논문
Coping Strategies as Mediators within the Relationship between Emotion-Regulation and Perceived Stress in Teachers
Document Type
Journal Articles
Reports - Research
Reports - Research
Author
Source
Subject
Language
English
ISSN
2073-7629
Abstract
The aim of the present study was to examine whether different coping strategies (focus on positive, support coping, active coping and evasive coping) mediate the relationship between emotion-regulation (i.e., emotion acceptance skills, emotion resilience skills and emotion regulation skills) and perceived stress in physical education (PE) teachers. The sample consisted of 457 PE pre-service teachers. Results show that evasive coping strategies partly negatively mediate the relationship between emotion resilience skills and emotion regulation and perceived stress. Therefore, emotion-regulation might protect against using evasive coping strategies, which have been found to be related to higher stress in previous studies.