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Self-regulation is regarded an essential competence for teachers, yet little is known about its acquisition. The purpose of our longitudinal intervention study was to investigate the effects of case-based self-regulation training on pre-service teachers’ self-regulation and vocational strain. The one-factorial repeated-measures design (N = 20 participants) compared a treatment group combining training and diaries with a control group. Dependent variables were measured using questionnaires and diaries. Variance-analytic pre-post-comparisons show significant interactions between the factors overall self-regulation, active coping, emotional distancing, and the factor group. These results indicate that self-regulation and coping competencies of pre-service teachers can be improved through case-based training and self-reflective diaries. Time-series analyses of the diary data will reveal more information on learning processes throughout the training.