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Emotional Intelligence, Emotional Regulation Strategies, and Subjective Well-Being Among University Teachers: A Moderated Mediation Analysis
This study aimed to explore the mediating role of emotional regulation strategies in the relationship between emotional intelligence (EI) and subjective well-being (SWB) among Chinese university teachers, and evaluate whether effort-reward imbalance moderated the mediating effect of emotional regula...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8785825/ https://www.ncbi.nlm.nih.gov/pubmed/35082733 http://dx.doi.org/10.3389/fpsyg.2021.811260 |
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author | Sha, Jingrong Tang, Tianqi Shu, Hong He, Kejian Shen, Sha |
author_facet | Sha, Jingrong Tang, Tianqi Shu, Hong He, Kejian Shen, Sha |
author_sort | Sha, Jingrong |
collection | PubMed |
description | This study aimed to explore the mediating role of emotional regulation strategies in the relationship between emotional intelligence (EI) and subjective well-being (SWB) among Chinese university teachers, and evaluate whether effort-reward imbalance moderated the mediating effect of emotional regulation strategies. A total of 308 Chinese university teachers were recruited for this study. The results showed that emotional regulation strategies played a partial mediating role in the relationship between EI and SWB. Moreover, an effort-reward imbalance moderated the relationship between emotional regulation strategies and SWB. For individuals with more balanced perceptions, EI had a significant effect on SWB via cognitive reappraisal, while for individuals with more imbalanced perceptions, EI did not have a significant effect on SWB via cognitive reappraisal. These findings provide a better understanding of the effects of EI and emotional regulation strategies on SWB, which could provide interventions for promoting SWB among teachers. |
format | Online Article Text |
id | pubmed-8785825 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-87858252022-01-25 Emotional Intelligence, Emotional Regulation Strategies, and Subjective Well-Being Among University Teachers: A Moderated Mediation Analysis Sha, Jingrong Tang, Tianqi Shu, Hong He, Kejian Shen, Sha Front Psychol Psychology This study aimed to explore the mediating role of emotional regulation strategies in the relationship between emotional intelligence (EI) and subjective well-being (SWB) among Chinese university teachers, and evaluate whether effort-reward imbalance moderated the mediating effect of emotional regulation strategies. A total of 308 Chinese university teachers were recruited for this study. The results showed that emotional regulation strategies played a partial mediating role in the relationship between EI and SWB. Moreover, an effort-reward imbalance moderated the relationship between emotional regulation strategies and SWB. For individuals with more balanced perceptions, EI had a significant effect on SWB via cognitive reappraisal, while for individuals with more imbalanced perceptions, EI did not have a significant effect on SWB via cognitive reappraisal. These findings provide a better understanding of the effects of EI and emotional regulation strategies on SWB, which could provide interventions for promoting SWB among teachers. Frontiers Media S.A. 2022-01-10 /pmc/articles/PMC8785825/ /pubmed/35082733 http://dx.doi.org/10.3389/fpsyg.2021.811260 Text en Copyright © 2022 Sha, Tang, Shu, He and Shen. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Sha, Jingrong Tang, Tianqi Shu, Hong He, Kejian Shen, Sha Emotional Intelligence, Emotional Regulation Strategies, and Subjective Well-Being Among University Teachers: A Moderated Mediation Analysis |
title | Emotional Intelligence, Emotional Regulation Strategies, and Subjective Well-Being Among University Teachers: A Moderated Mediation Analysis |
title_full | Emotional Intelligence, Emotional Regulation Strategies, and Subjective Well-Being Among University Teachers: A Moderated Mediation Analysis |
title_fullStr | Emotional Intelligence, Emotional Regulation Strategies, and Subjective Well-Being Among University Teachers: A Moderated Mediation Analysis |
title_full_unstemmed | Emotional Intelligence, Emotional Regulation Strategies, and Subjective Well-Being Among University Teachers: A Moderated Mediation Analysis |
title_short | Emotional Intelligence, Emotional Regulation Strategies, and Subjective Well-Being Among University Teachers: A Moderated Mediation Analysis |
title_sort | emotional intelligence, emotional regulation strategies, and subjective well-being among university teachers: a moderated mediation analysis |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8785825/ https://www.ncbi.nlm.nih.gov/pubmed/35082733 http://dx.doi.org/10.3389/fpsyg.2021.811260 |
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