Latent profiles of student teachers’ intra- and interindividual emotion regulation strategies and their links with grit

ABSTRACT

Teachers’ emotions and emotion regulation strategies play a crucial role in their learning during teacher education and their later work in the classroom. Most research focus on intra- or interindividual emotion regulation. The aim of this study is to identify distinct subgroups of intra- and interindividual emotion regulation strategies of student teachers (n = 178) conducting latent profile analysis. Furthermore, it is assumed that grit is a predictor of emotion regulation profile membership. Results show three latent profiles (profile 1: low frequent use of emotion regulation strategies, moderate use of a small set of emotion regulation strategies; profile 2: moderate use of a small set of emotion regulation; profile 3: very frequent use of multiple emotion regulation strategies, especially interindividual emotion regulation). Grit subscales are linked to individuals’ emotion regulation patterns. Results are discussed in the context of teacher education.

KEYWORDS:

• Intra- and interindividual emotion regulation
• student teachers
• grit
• person-centred approach
• latent profile analysis

Disclosure statement

No potential conflict of interest was reported by the author(s).

Consent to participate

Participant data have been anonymized. Such alterations have not distorted the scholarly meaning.

Ethical approval

The present study is a non-interventional study (survey) where ethical approval is not required.

Notes

1. five-point Likert scale (1 = strongly disagree to 5 = strongly agree).

2. Items were recoded.

3. Mplus default values were increased to STARTS = 5000 500; STITERATIONS = 200.

Additional information

Notes on contributors

Michael Methlagl

Michael Methlagl is working as a scientific assistant in Training and Sports Sciences at the University of Applied Sciences Wiener Neustadt and as a lecturer at the University of Vienna and the University College of Teacher Education Vienna in Austria. His key research areas are related to sport psychology and teacher education.

Peter Vogl

Peter Vogl is working as a teacher and researcher at the University College of Teacher Education Vienna and as a lecturer at the University of Vienna in Austria. His main research interests are related to teacher education, teacher professional development, and educational psychology.