Daily Dynamics of Job Stressors, Emotion Regulation, and Well-Being Among Kindergarten Teachers

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Abstract

This study used a daily diary method over a three-week (15-workday) period to examine relationships among job stressors, emotion regulation strategies, and well-being in kindergarten teachers (N = 239). Job stressors were associated with four emotion regulation strategies at the within-person level and with suppression and rumination at the between-person level. Reappraisal was found to be adaptive, rumination maladaptive, and suppression generally maladaptive. Distraction was linked to positive affect and life satisfaction at the within-person level but was unrelated to any well-being indicators at the between-person level. Daily job stressors significantly moderated the within-person relationships between reappraisal, distraction, rumination, and well-being.

Authors

• Yi Sun, National Institute of Education, Nanyang Technological University

• Hongbiao Yin, The Chinese University of Hong Kong