PDF(Pubmed)
Abstract：
UNASSIGNED: Psychological wellbeing is an essential indicator of early care and education (ECE) teachers\' positive practices across countries. Moreover, previous studies suggest that teachers\' wellbeing and practice may be indirectly associated via emotion regulation. However, teachers in various contexts demonstrate different patterns of psychological wellbeing, emotion regulation, and emotional responsiveness, and the ways these factors associate with each other also vary.
UNASSIGNED: The current study investigates whether the indirect associations between ECE teachers\' psychological wellbeing (i.e., emotional exhaustion, job-related competence, and personal stress) and their responsiveness toward children\'s emotions via emotion regulation (i.e., reappraisal and suppression) appear differently in two national contexts, the United States (US) and South Korea (SK). Multi-group path analysis was conducted to compare the mediation models between US teachers (n = 1,129) and SK teachers (n = 322).
UNASSIGNED: We found significant indirect associations among wellbeing, emotion regulation, and responsiveness in both countries. However, significant associations were more prominent among SK teachers, and the patterns of indirect associations had substantial cross-country differences. Furthermore, the roles of reappraisal and suppression emotion regulation found to be different among ECE teachers in SK and US.
UNASSIGNED: The cross-country variations in the associations among wellbeing, emotion regulation, and responsiveness suggest that differential policy efforts and intervention strategies are needed for ECE teachers in the US and SK.
UNASSIGNED: The current study investigates whether the indirect associations between ECE teachers\' psychological wellbeing (i.e., emotional exhaustion, job-related competence, and personal stress) and their responsiveness toward children\'s emotions via emotion regulation (i.e., reappraisal and suppression) appear differently in two national contexts, the United States (US) and South Korea (SK). Multi-group path analysis was conducted to compare the mediation models between US teachers (n = 1,129) and SK teachers (n = 322).
UNASSIGNED: We found significant indirect associations among wellbeing, emotion regulation, and responsiveness in both countries. However, significant associations were more prominent among SK teachers, and the patterns of indirect associations had substantial cross-country differences. Furthermore, the roles of reappraisal and suppression emotion regulation found to be different among ECE teachers in SK and US.
UNASSIGNED: The cross-country variations in the associations among wellbeing, emotion regulation, and responsiveness suggest that differential policy efforts and intervention strategies are needed for ECE teachers in the US and SK.
摘要：
心理健康是各国早期护理和教育（ECE）教师积极做法的重要指标。此外，先前的研究表明，教师的健康和实践可能通过情绪调节间接相关。然而,不同背景下的教师表现出不同的心理健康模式，情绪调节,和情绪反应，这些因素相互关联的方式也各不相同。
■当前的研究调查了ECE教师心理健康之间的间接关联(即，情绪疲惫,与工作相关的能力，和个人压力)以及他们通过情绪调节对儿童情绪的反应(即，重新评估和压制)在两个国家的背景下表现不同，美国（US）和韩国（SK）。进行了多小组路径分析，以比较美国教师（n=1,129）和SK教师（n=322）之间的中介模型。
■我们发现，情绪调节,这两个国家的反应能力。然而,在SK教师中，重要的协会更为突出，和间接协会的模式有很大的跨国差异。此外，在SK和美国的ECE教师中，重新评估和抑制情绪调节的作用有所不同。
■福祉之间关联的跨国差异，情绪调节,和反应表明，美国和SK的ECE教师需要不同的政策努力和干预策略。
■当前的研究调查了ECE教师心理健康之间的间接关联(即，情绪疲惫,与工作相关的能力，和个人压力)以及他们通过情绪调节对儿童情绪的反应(即，重新评估和压制)在两个国家的背景下表现不同，美国（US）和韩国（SK）。进行了多小组路径分析，以比较美国教师（n=1,129）和SK教师（n=322）之间的中介模型。
■我们发现，情绪调节,这两个国家的反应能力。然而,在SK教师中，重要的协会更为突出，和间接协会的模式有很大的跨国差异。此外，在SK和美国的ECE教师中，重新评估和抑制情绪调节的作用有所不同。
■福祉之间关联的跨国差异，情绪调节,和反应表明，美国和SK的ECE教师需要不同的政策努力和干预策略。
