1. OAR@UM
  2. Centre for Resilience and Socio-Emotional Health
  3. International Journal of Emotional Education
  4. 2020
  5. IJEE, Volume 12 Issue 1
Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/55034
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dc.contributor.authorSchäfer, Alina-
dc.contributor.authorPels, Fabian-
dc.contributor.authorKleinert, Jens-
dc.date.accessioned2020-04-28T14:04:25Z-
dc.date.available2020-04-28T14:04:25Z-
dc.date.issued2020-04-
dc.identifier.citationFabian, P., Jens, K., & Kleinert, J. (2020). Coping strategies as mediators within the relationship between emotion-regulation and perceived stress in teachers. International Journal of Emotional Education, 12(1), 35-47.en_GB
dc.identifier.issn20737629-
dc.identifier.urihttps://www.um.edu.mt/library/oar/handle/123456789/55034-
dc.description.abstractThe 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.en_GB
dc.language.isoenen_GB
dc.publisherUniversity of Malta. Centre for Resilience & Socio-Emotional Healthen_GB
dc.rightsinfo:eu-repo/semantics/openAccessen_GB
dc.subjectPhysical education and trainingen_GB
dc.subjectEmotion recognitionen_GB
dc.subjectEmotions and cognitionen_GB
dc.titleCoping strategies as mediators within the relationship between emotion-regulation and perceived stress in teachersen_GB
dc.typearticleen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.description.reviewedpeer-revieweden_GB
dc.publication.titleInternational Journal of Emotional Educationen_GB
Appears in Collections:IJEE, Volume 12 Issue 1
IJEE, Volume 12 Issue 1

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