Teachers' emotion regulation skills facilitate implementation of health-related intentions (2024)

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Abstract

Objectives: Many teachers report high levels of job-related stress. Successful outcomes in stress-management trainings depend on participants actively engaging in skill-building exercises. However, despite good intentions to engage in such exercises on a regular basis, many participants ultimately fail to do so. The present study seeks to understand whether general emotion regulation (ER) skills moderate the relation between the intention to engage in skill-building exercises and actually engaging in these exercises. Methods: ER skills, the intention to engage in autonomous skill-building exercises, and the extent to which individuals actually engaged in such exercises were assessed in a sample of 119 teachers participating in stress-management training. Results: ER skills significantly moderated the association between the intention and engagement in skill-building practice. The greater the ER skills, the more coupled was the relation between the intention and actual practices. Conclusion: Findings are consistent with the hypotheses. Thus, skill-building trainings should support participants scoring low in ER skills in effectively coping with aversive affective states cued through skill-building exercises.

Original language	English
Pages (from-to)	874-881
Number of pages	8
Journal	American Journal of Health Behavior
Volume	39
Issue number	6
DOIs	https://doi.org/10.5993/AJHB.39.6.15
State	Published - 1 Nov 2015
Externally published	Yes

Keywords

Adaptively cope with stress
Emotion regulation
Engaging in health-related intention
Health-behavior
Intention-behaviorgap
Stress-management training

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.5993/AJHB.39.6.15

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Eckert, M., Ebert, D. D., Lehr, D., Sieland, B., Jazaieri, H., & Berking, M. (2015). Teachers' emotion regulation skills facilitate implementation of health-related intentions. American Journal of Health Behavior, 39(6), 874-881. https://doi.org/10.5993/AJHB.39.6.15

Eckert, Marcus ; Ebert, David D. ; Lehr, Dirk et al. / Teachers' emotion regulation skills facilitate implementation of health-related intentions. In: American Journal of Health Behavior. 2015 ; Vol. 39, No. 6. pp. 874-881.

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Eckert, M, Ebert, DD, Lehr, D, Sieland, B, Jazaieri, H & Berking, M 2015, 'Teachers' emotion regulation skills facilitate implementation of health-related intentions', American Journal of Health Behavior, vol. 39, no. 6, pp. 874-881. https://doi.org/10.5993/AJHB.39.6.15

Teachers' emotion regulation skills facilitate implementation of health-related intentions. / Eckert, Marcus; Ebert, David D.; Lehr, Dirk et al.
In: American Journal of Health Behavior, Vol. 39, No. 6, 01.11.2015, p. 874-881.

Research output: Contribution to journal › Article › peer-review

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AU - Ebert, David D.

AU - Lehr, Dirk

AU - Sieland, Bernhard

AU - Jazaieri, Hooria

AU - Berking, Matthias

PY - 2015/11/1

Y1 - 2015/11/1

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AB - Objectives: Many teachers report high levels of job-related stress. Successful outcomes in stress-management trainings depend on participants actively engaging in skill-building exercises. However, despite good intentions to engage in such exercises on a regular basis, many participants ultimately fail to do so. The present study seeks to understand whether general emotion regulation (ER) skills moderate the relation between the intention to engage in skill-building exercises and actually engaging in these exercises. Methods: ER skills, the intention to engage in autonomous skill-building exercises, and the extent to which individuals actually engaged in such exercises were assessed in a sample of 119 teachers participating in stress-management training. Results: ER skills significantly moderated the association between the intention and engagement in skill-building practice. The greater the ER skills, the more coupled was the relation between the intention and actual practices. Conclusion: Findings are consistent with the hypotheses. Thus, skill-building trainings should support participants scoring low in ER skills in effectively coping with aversive affective states cued through skill-building exercises.

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Eckert M, Ebert DD, Lehr D, Sieland B, Jazaieri H, Berking M. Teachers' emotion regulation skills facilitate implementation of health-related intentions. American Journal of Health Behavior. 2015 Nov 1;39(6):874-881. doi: 10.5993/AJHB.39.6.15

Teachers' emotion regulation skills facilitate implementation of health-related intentions (2024)

FAQs

What is a teacher's role in supporting emotional regulation? ›

Teachers who effectively regulate their emotions can create a more supportive and engaging learning environment. When educators remain calm, composed, and empathetic, they create a safe space for students to express themselves, ask questions, and explore new ideas.

How can a teacher maintain emotional competency in the classroom? ›

Teachers talk about their own feelings and model (talk aloud) what they do when they have different feelings. Teachers acknowledge and validate children's feelings. Teachers actively teach children about different emotions and feelings.

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What is the role of the teacher in emotional development? ›

Teachers are a role model for students on how to regulate emotions appropriately in the classroom. The impact of emotions between teacher and students might play a strong role in the development of teaching style.

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How to support a child with emotional regulation? ›

Instead, offer lots of praise and maybe a small reward when they leave without a tantrum. “Instead of punishing a child for an unwanted behavior, praise the behavior you'd like to see in its place,” Kazdin said. Be a team: For kids who are struggling to learn emotion regulation, consistency is key.

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